Curricular change processes in Spain: from LOGSE to LOMLOE

Abstract

This text presents an analysis of the curricular reforms implemented in the Spanish education system between 1990 and 2022, focusing on the four key laws that have introduced changes to the curriculum: LOGSE, LOE, LOMCE, and LOMLOE. It compares the curriculum regulations that establish the Core Curriculum concerning the actors and levels involved in curriculum making, formulation of educational objectives, selection of basic learning content, conceptualization of teaching and learning, and strategies for curriculum development. The analysis also reflects on the relation between the official curriculum, teaching practices, and student learning. It highlights a clear continuity among LOGSE, LOE, and LOMLOE, with changes that progressively enhance the central role of the curriculum. Additionally, it identifies elements that, albeit through lengthy and costly processes over time, have ultimately been integrated into teaching practices.

Keywords: competency-based curriculum; curriculum change; core curriculum; curriculum implementation; curriculum making; curriculum regulations.