Curriculum Reform in Preschool Education: Teachers’ Understanding and Implementation Challenges in Mongolia

This study examines preschool teachers’ understanding of the revised competency-based curriculum in Mongolia and the challenges they encounter during its implementation. Drawing on survey data from 814 preschool teachers, the study analyzes teachers’ perceptions of curriculum content, planning, assessment, and implementation conditions, as well as differences across demographic and contextual factors. The findings indicate that while most teachers report a general understanding of the curriculum’s objectives and structure, significant challenges persist in translating these into practice. Key difficulties include lack of clarity in planning alignment, increased workload due to documentation, limited methodological support, and insufficient learning resources. Differences were observed across teaching experience, classroom level, and institutional context, particularly regarding assessment understanding and developmental appropriateness of curriculum content. Correlation and regression analyses revealed statistically significant but weak relationships between teachers’ understanding and implementation challenges, suggesting the influence of broader systemic factors. Grounded in constructivist and sociocultural theories, the findings highlight the critical role of teachers as mediators of curriculum reform. The study concludes that effective implementation requires not only well-designed curricula but also sustained professional development, practical guidance, and systemic support. These findings contribute to the literature on early childhood curriculum reform and offer policy-relevant insights for strengthening implementation in Mongolia and similar contexts.