IJECE Published Articles

Abstract This study examines how educational equity is framed within the MATATAG Curriculum, with particular consideration to its psychosocial dimensions. While current reforms aim to address persistent learning gaps through curriculum restructuring, concerns remain regarding their responsiveness to learners’ psychological and social realities. The study aims to analyze how policy documents represent and integrate these dimensions in shaping equitable learning experiences. A qualitative approach was employed, using document analysis and narrative analysis guided by the PRISMA framework to ensure systematic selection and evaluation of sources. The analysis covered official policy documents, government reports, peer-reviewed journal articles, and institutional publications published between 2018 and 2026. Findings reveal four key themes: (1) equity as access to foundational learning, (2) implicit recognition of psychosocial support, (3) limited contextualization of social inequality, and (4) policy discourse that positions learners as passive recipients. These results suggest that while structural aspects of equity are strongly emphasized, psychosocial dimensions remain only partially integrated. The study highlights the need for a more holistic approach to curriculum reform—one that explicitly addresses learners’ motivation, well-being, and social context. The findings have implications for policy refinement, classroom practice, and future research aimed at achieving more inclusive and meaningful educational outcomes. Keywords: Curriculum reform, Educational equity, Inclusive education, MATATAG Curriculum, Policy analysis, Psychosocial dimensions.