Teachers’ Thoughts: Opportunities or Obligation? Pedagogical Development or Political Rhetoric?: : A Study on Social Science Teachers’ Expectations Ahead of GY25

Curriculum reforms are a recurring feature of educational systems, frequently driven by political, economic, and societal imperatives. However, their implementation is shaped by institutional structures, resource availability, and, critically, teachers’ professional interpretations of their subject and autonomy. Research underscores the centrality of educators in policy enactment, yet reforms are often perceived as externally imposed and misaligned with established pedagogical practices. This study investigates upper secondary social science teachers’ attitudes towards the forthcoming Swedish curriculum reform GY25, with a focus on how their subject conceptions shape their perceptions of the reform’s challenges and opportunities. Drawing on curriculum theory, street-level bureaucracy, and policy implementation frameworks, the study employs a mixed methods design comprising a nationwide survey (n = 67) and 15 semi-structured interviews. The analysis identifies several key challenges in the implementation of GY25: concerns about grade inflation, reduced progression, increased documentation burdens, and strategic behavior among students. While a majority acknowledged GY25’s potential for increased continuity and holistic learning, many expressed apprehension regarding unclear expectations and lack of support. The findings highlight the importance of professional autonomy and collegial collaboration for successful implementation. The study concludes that without sufficient time, dialogue, and resources, GY25 risks being perceived as a top-down reform with limited practical resonance—its success will ultimately depend on teacher engagement and interpretation. Future research should revisit these questions post-implementation to examine how teacher attitudes and practices evolve over time.