Pedagogical readiness of moral education teachers for Malaysia's 2027 school curriculum reform: Alignment with the Malaysia Education Plan 2026–2035

Abstract

As Malaysia prepares for the rollout of the 2027 School Curriculum Reform (Kurikulum Persekolahan 2027) and the strategic execution of the Moral Education Policy 2026–2035, addressing the persistent policy-practice gap in secondary Moral Education (Pendidikan Moral) becomes an urgent national priority. Historically constrained by pedagogical rigidity, high-stakes examination pressures, and mechanical rote memorization, value-based education requires a fundamental paradigm shift toward constructivist inquiry, digital ethics, and authentic character formation. To systematically diagnose and evaluate educator preparedness prior to nationwide implementation, this conceptual paper introduces the Multidimensional Moral Education Teacher Readiness Framework (MMETRF). Synthesizing Bandura’s Teacher Self-Efficacy Theory, Hall and Hord’s Concerns-Based Adoption Model (CBAM), and Shulman’s Pedagogical Content Knowledge (adapted as Moral PCK), the framework conceptualizes teacher readiness across four dynamic, mutually reinforcing domains: Cognitive Readiness (policy literacy and applied ethical mastery), Pedagogical and Assessment Readiness (dilemma-based facilitation and authentic evaluation), Technological and Digital Ethics Readiness (TPACK and cyber-ethics integration), and Affective Readiness and Professional Agency (socio-emotional maturity and instructional resilience). By mapping macro-level policy benchmarks from MEP 2026–2035 directly onto micro-level classroom dynamics, this paper establishes a novel diagnostic lens for curriculum developers, IPGM trainer institutions, and Ministry of Education (KPM) stakeholders. Ultimately, the MMETRF offers a proactive, evidence-informed scaffold to audit system-wide capacity, mitigate implementation bottlenecks, and empower frontline educators as transformative agents of moral and civic character development.