FACING THE ERA OF DISRUPTION: CHALLENGES AND STRATEGIES FOR TEACHERS IN DEVELOPING INNOVATIVE CURRICULUM

Abstract

The era of educational disruption driven by the Fourth Industrial Revolution and the COVID-19 pandemic has radically changed the paradigm of curriculum development, requiring teachers to integrate digital technology while maintaining educational values. This study aims to identify the main challenges faced by teachers in developing innovative curricula and to formulate effective strategies to overcome them, particularly in the context of Islamic Education Curriculum Development. The method used was a literature study by reviewing Sinta-accredited national journal articles, reputable international journals, scientific proceedings, government regulations, and education policy documents published in the last 10 years that were relevant to the theme. The results of the study showed that teachers faced various challenges, such as low digital literacy, limited technological facilities, and the complexity of student needs. In response, teachers implemented a number of innovative strategies, including the integration of educational technology, differentiated learning, recontextualization of material, and professional collaboration. These strategies contributed to improving the quality of the learning process, making it more adaptive, interactive, and contextual. This study confirms that the ability of teachers to respond to the challenges of the era of disruption through innovative curriculum development is an important factor in improving the quality of education.