Working towards a triadic collaboration among teachers, academics, and community: a review of curriculum co-design

Purpose This review synthesises empirical studies on collaborative curriculum co-design involving schools, universities, and community stakeholders. It examines how different partnership configurations: teachers-community, academics-community, teachers-academics, and triadic collaborations are conceptualised, enacted, and studied in practice. The purpose is to identify common collaborative approaches, methodological trends, and reported strengths and challenges, with particular attention to the underexplored role of three-way partnerships. By mapping existing evidence, the review aims to inform more culturally responsive, equitable, and sustainable curriculum development and co-design practices across educational contexts. Design/methodology/approach This study adopts a systematic review approach guided by PRISMA principles. Peer-reviewed empirical studies published since 2015 were identified through searches of five databases (ProQuest, Web of Science, Scopus, EBSCO, and PsycINFO) using a PCC framework. Records were independently screened by multiple reviewers, with disagreements resolved through consensus. Twenty-nine studies were included and categorised by collaboration type (teachers-community, academics-community, teachers-academics, and triadic). Data were extracted and analysed using both deductive and inductive thematic analysis to examine collaboration models, processes, and reported strengths and challenges. Findings The review found that collaborative curriculum co-design most commonly occurs through dyadic partnerships, particularly between teachers and community or academics and teachers, while triadic teachers-academics-community collaborations remain rare. Teacher-community partnerships emphasise socially responsive and culturally relevant pedagogy, academic-community collaborations support reciprocal learning and equitable solutions, and teacher-academic partnerships strengthen professional learning and innovation by linking theory and practice. Across all models, collaborations enhance curriculum relevance and teacher development but are constrained by time pressures, differing priorities, power imbalances, and limited institutional support, which hinder sustainability and scalability. Practical implications The findings suggest that effective curriculum co-design requires sustained institutional support, clear role negotiation, and time structures that accommodate collaboration across schools, universities, and communities. Universities can play a key mediating role by facilitating dialogue, providing methodological expertise, and supporting long-term partnerships beyond project timelines. Educators and community partners should prioritise shared decision-making, trust-building, and reciprocal knowledge exchange to enhance cultural relevance and professional learning. Policymakers and leaders can strengthen impact by embedding collaborative curriculum design into professional development frameworks and resourcing mechanisms to support sustainable, multi-stakeholder partnerships. Originality/value This review makes an original contribution by systematically comparing dyadic and triadic collaboration models in curriculum co-design across school, university, and community contexts. While prior research often examines partnerships in isolation, this study synthesises how different configurations operate, what roles stakeholders enact, and where gaps persist. By highlighting the scarcity yet potential of three-way collaborations, the review advances understanding of how universities can act as mediators to support culturally responsive and socially engaged curriculum development. The findings offer practical and conceptual insights for researchers, teacher educators, and policymakers seeking to design more equitable and sustainable collaborative partnerships.