Implementation of the 2012 upper secondary school curriculum in Mexico: a 21st-century framework enquiry

Keywords: Educational reform, skills, curriculum, teachers, Mexico


Objective. This study aims to analyze how the new upper secondary school curriculum in Mexico captures 21st-century skills and teachers’ perceptions of success. Method. The design of the study complies a comparison analysis between the Mexican upper secondary school curriculum and a 21st-century skills framework. Additionally, qualitative data on teachers’ perceptions of success is collected through eight focus groups with 72 participants in 4 States of Mexico. Results. The findings show that the curriculum is short in strategies for the development of 21st-century skills. Moreover, although teachers welcome them, they perceive a lack of support and doubt about students’ learning capabilities. Conclusions. Although Mexico has progressed in providing a 21st-century skills learning environment through the new curriculum, the educational system remains with the opportunity to offer a more suitable and adequate framework as well as support and training for teachers.

Author Biography

Jimena Hernández-Fernández, Centro de Investigación y Docencia Económicas

Profesora Investigadora del Programa Interdisciplinario sobre Políticas y Prácticas Educativas (PIPE) del Centro de Investigación y Docencia Económicas (CIDE) en México. Es Doctora en Educación por el Centre for International Education de la Universidad de Sussex en Inglaterra, Maestra en Administración y Políticas Públicas por el CIDE y Licenciada en Economía por el Instituto Politécnico Nacional en México.  Es autora del libro: “The Development of school leadership in England and México: insights and lessons” publicado en 2020 por el British Council. Es editora del libro: “Looking for Innovation and Systemic Improvement in Quality Englis


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How to Cite
Hernández-Fernández, J. (2022). Implementation of the 2012 upper secondary school curriculum in Mexico: a 21st-century framework enquiry. Revista Electrónica Educare, 26(1), 1-21.
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