Pedagogical codes of sustainable PISA success: a comparative analysis of selected Asian Curricula through Schiro’s ideologies

A curriculum is not merely technical documents listing content and objectives; rather, they are ideological texts that reflect the future vision of societies and the ideal human type. In this context, it is crucial to understand the ideological foundations upon which the curricula of countries demonstrating sustainable success in PISA results are built. The aim of this study is to comparatively examine the curricula of Singapore, China, and Japan within the framework of Schiro's curriculum ideologies. Employing a comparative case study design—a qualitative research method—data were collected through document analysis of the respective countries' national curricula, policy documents, and OECD reports. The selected documents were subjected to content analysis using a deductive approach based on Schiro's four fundamental ideologies. The research findings revealed that Singapore possesses a flexible curriculum where all four ideologies coexist in a dynamic balance; in China, the Social Efficiency and Scholar Academic ideologies maintain their dominance; whereas in Japan, the Scholar Academic perspective has been integrated with Learner-Centered and Social Reconstruction ideologies through recent reforms. Consequently, the study suggests that the sustainable PISA success of the examined countries is not rooted in a single ideology, but appears to be supported by a mixed and flexible curriculum structure shaped by economic goals, cultural values, and social needs.