Designing a student-centered curriculum for pre-service primary teachers: a stakeholder-based approach

Introduction Teacher education increasingly requires curricula that respond to stakeholder expectations, competency-based educational reforms, and rapid digital transformation. However, studies integrating the perspectives of multiple stakeholder groups into curriculum development remain limited, particularly in Central Asia. This study examined stakeholder perceptions of a pre-service primary teacher education curriculum and developed a Stakeholder-Based Student-Centered Curriculum Model. Methods A convergent mixed-methods design was employed. Quantitative data were collected from 82 participants (58 pre-service teachers, 14 university instructors, and 10 primary school teachers) using a questionnaire covering four curriculum dimensions: Curriculum Relevance, Student-Centered Learning, Digitalization, and Professional Competencies. Descriptive statistics, Cronbach's alpha, the Kruskal-Wallis H test, Bonferroni-adjusted pairwise comparisons, and Spearman's correlation analysis were conducted. Qualitative interview data and documentary evidence from the educational programme and two course syllabi were analyzed using thematic and content analysis, followed by methodological triangulation. Results The findings revealed significant differences among stakeholder groups across all curriculum dimensions ( p < .01). University instructors evaluated the curriculum most positively, whereas practicing teachers assigned lower ratings to professional competencies and practical readiness. Strong positive correlations were identified among all curriculum dimensions ( ρ = .661-.847, p < .001). Qualitative and documentary analyses highlighted five priorities for curriculum improvement: strengthening practical preparation, aligning university learning with school practice, enhancing student agency, developing pedagogically meaningful digital competence, and reinforcing school-university partnerships. Documentary evidence further revealed gaps between intended curriculum design and stakeholders' perceptions of its implementation. The study resulted in the development of a Stakeholder-Based Student-Centered Curriculum Model that integrates stakeholder engagement, competency-based education, student-centered learning, digital competence, and school -university collaboration. Discussion The proposed model provides an evidence-grounded framework for evidence-informed curriculum redesign in teacher education.