Examining the Concerns-Based Adoption Model: A Systematic Review of Its Strengths, Weaknesses, and Relevance to Ghana’s Standards-Based and Common Core Programme Reforms

Examining the Concerns-Based Adoption Model: A Systematic Review of Its Strengths, Weaknesses, and Relevance to Ghana’s Standards-Based and Common Core Programme Reforms | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Examining the Concerns-Based Adoption Model: A Systematic Review of Its Strengths, Weaknesses, and Relevance to Ghana’s Standards-Based and Common Core Programme Reforms John Edem Avedzi This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7310772/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The Concerns-Based Adoption Model (CBAM) is a widely used framework for understanding and facilitating educational change, particularly in the context of Programme reforms. This systematic review evaluates the strengths, weaknesses, and relevance of CBAM in supporting the implementation of Ghana’s Standards-Based Curriculum (SBC) and Common Core Programme (CCP) reforms introduced since 2019. Following PRISMA guidelines, an internet search was done on Web of Science, ERIC, Scopus, and Google Scholar for peer-reviewed studies published between 2000 and 2024, yielding 32 articles for analysis. Findings highlight CBAM’s strengths in addressing teachers’ concerns, facilitating professional development, and promoting stakeholder engagement. However, weaknesses include its limited attention to cultural and contextual factors, resource constraints, and scalability challenges in low-resource settings such as Ghana. The review suggests CBAM’s relevance to Ghana’s reforms lies in its ability to guide teacher training and monitor implementation progress, but adaptations are needed to address local linguistic diversity, cultural mismatches, and resource limitations. Recommendations for policymakers and educators include integrating culturally responsive pedagogy and leveraging CBAM’s diagnostic tools to enhance Programme adoption. Educational Philosophy and Theory Concerns-Based Adoption Model Programme reform Standards-Based Curriculum Common Core Programme Ghana systematic review Figures Figure 1 Introduction Educational reforms, particularly Programme changes, are complex processes requiring careful management of stakeholder concerns, resources, and implementation strategies. In Ghana, the introduction of the Standards-Based Curriculum (SBC) in 2019 for basic education and the Common Core Programme (CCP) for junior high schools marked significant efforts to shift from rote learning to competency-based education, emphasizing critical thinking, creativity, and problem-solving. These reforms aim to address longstanding issues such as low educational outcomes and rural-urban disparities in educational opportunities. The Concerns-Based Adoption Model (CBAM), developed by (Hall & Hord, 1987 ), provides a framework for understanding and supporting individuals’ responses to educational change. CBAM comprises three diagnostic dimensions: Stages of Concern (SoC), Levels of Use (LoU), and Innovation Configurations (IC), which collectively address teachers’ emotional, behavioral, and practical engagement with new curricula. Given its widespread application in educational change management, this systematic review examines the strengths and weaknesses of CBAM and its relevance to Ghana’s SBC and CCP reforms. The research questions guiding this review are: What are the strengths of CBAM in facilitating Programme implementation? What are the weaknesses or limitations of CBAM in educational reform contexts? How relevant is CBAM to the successful implementation of Ghana’s SBC and CCP reforms? Methods This systematic review adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The methodology includes the following steps: i. Search Strategy A comprehensive search of peer-reviewed literature in Web of Science, ERIC, Scopus, and Google Scholar, covering articles published between January 2000 and October 2024, was conducted. Search terms included combinations of “Concerns-Based Adoption Model,” “CBAM,” “Programme reform,” “educational change,” “Ghana,” “Standards-Based Curriculum,” and “Common Core Programme,” connected with Boolean operators (e.g., “CBAM AND Programme reform”). The first 300 results from Google Scholar were screened to ensure inclusivity, following Haddaway et al. ( 2015 ). ii. Inclusion and Exclusion Criteria Studies were included if they: (1) were peer-reviewed empirical articles or systematic reviews; (2) examined CBAM in the context of Programme implementation; (3) were published in English; and (4) included K-12 or higher education settings. Exclusion criteria encompassed non-empirical articles (e.g., commentaries, editorials), studies unrelated to CBAM or Programme reform, and those lacking complete methods or results sections, as required by Research Square’s editorial policies. iii. Study Selection From an initial 1,245 articles identified, 827 were screened after removing duplicates. Titles and abstracts were reviewed, and 156 full-text articles were assessed for eligibility. After applying inclusion/exclusion criteria, 32 studies were retained for analysis (see Fig. 1 for PRISMA flowchart). iv. Quality Assessment The Critical Appraisal Skills Programme (CASP) checklist for systematic reviews and qualitative studies was used to assess study quality. Studies were evaluated for clarity of research questions, methodological rigor, and relevance to CBAM. All included studies met minimum quality thresholds, with no critical flaws identified. v. Data Extraction and Analysis Data were extracted on study characteristics (e.g., year, location, methodology), CBAM components analyzed, and findings related to strengths, weaknesses, and contextual applicability. Thematic analysis was used to synthesize findings into themes addressing the research questions. vi. Data Availability The datasets analyzed in this study are available from the corresponding author upon reasonable request. Results The 32 included studies comprised 20 research articles, 8 systematic reviews, and 4 mixed-methods studies, with 12 specifically addressing CBAM in low- and middle-income countries (LMICs). Key findings are organized by research question. Strengths of CBAM Addressing Teachers’ Concerns: CBAM’s Stages of Concern framework effectively identifies and addresses teachers’ emotional and professional concerns during Programme implementation. Studies such as Cheung & Vogel ( 2013 ) found that SoC helps tailor professional development to teachers’ needs, improving adoption rates. Structured Implementation Monitoring: The Levels of Use dimension provides a clear progression from non-use to advanced integration, enabling educators to monitor implementation fidelity (Hall & Hord, 2019 ). Flexibility Across Contexts: CBAM’s Innovation Configurations allow customization of reform components, making it adaptable to diverse educational settings (Hall & Hord, 2006 ) Stakeholder Engagement: CBAM promotes collaboration among teachers, administrators, and policymakers, fostering buy-in and reducing resistance (Hall & Hord, 2019 ) Weaknesses of CBAM Limited Cultural Sensitivity: Several studies, such as Anlimachie et al. ( 2025 ) noted that CBAM may not adequately account for cultural norms, such as Ghana’s linguistic diversity and teacher-student cultural mismatches. Resource Intensity: Implementing CBAM requires significant time, training, and resources, which can be challenging in low- and middle-income countries (LMICs) like Ghana. Scalability Challenges: CBAM’s individualized focus may hinder large-scale implementation in resource-constrained settings. Limited Attention to Structural Barriers: CBAM focuses on individual concerns but may overlook systemic issues like teacher shortages or inadequate infrastructure (Cobbold, 2015 ) Relevance to Ghana’s SBC and CCP Reforms Alignment with Reform Goals: CBAM’s emphasis on teacher training and stakeholder engagement aligns with the SBC and CCP’s focus on competency-based learning and teacher professional development (Muskin & Nigatu, 2025 ). Addressing Teacher Concerns: CBAM’s SoC can help address teachers’ anxieties about transitioning from rote-based to standards-based pedagogies, a key challenge in Ghana (Agbofa et al., 2023 ). Cultural and Linguistic Challenges: The teacher-student language mismatch and rural-urban disparities in Ghana require CBAM adaptations to incorporate culturally responsive pedagogy (Anlimachie et al., 2025 ). Resource Constraints: Ghana’s limited educational resources necessitate targeted CBAM interventions, such as pilot programs to demonstrate short-term wins (Jones & Reilly, 2017). Discussion CBAM’s strengths lie in its structured approach to managing change, particularly through its diagnostic tools (SoC, LoU, IC), which provide actionable insights for Programme implementation. Its ability to address teachers’ concerns and foster stakeholder collaboration makes it a valuable framework for Ghana’s SBC and CCP reforms, where teacher resistance and lack of training are significant barriers. However, CBAM’s limitations, including its resource intensity and limited cultural sensitivity, pose challenges in Ghana’s context, where linguistic diversity and infrastructural constraints are prevalent. To enhance CBAM’s relevance, adaptations should include: Culturally Responsive Integration: Incorporating local languages and cultural assets into teacher training, as suggested by (BIRD & GES, 2024). Resource-Efficient Strategies: Leveraging CBAM’s pilot program approach to demonstrate early successes Systemic Support: Addressing structural barriers like teacher shortages through policy interventions. Conclusions This systematic review confirms CBAM’s utility in facilitating Programme reforms through its focus on teacher concerns and implementation monitoring. However, its application in Ghana requires adaptations to address cultural, linguistic, and resource-related challenges. Policymakers and educators should prioritize culturally responsive professional development and pilot programs to enhance the adoption of the SBC and CCP. Future research should explore longitudinal studies to assess CBAM’s long-term impact on Ghana’s educational outcomes. References Agbofa, F. J. K., Mensah, D. K. D., Opoku-Amankwaah, K., Kyeremeh, S., & Adu-Boahen, A. O. (2023). Teachers’ Concerns on the Implementation of the Standards-Based Curriculum in Ghana: A Case of New Juaben North Municipal. Creative Education , 14 (05), 1076–1093. https://doi.org/10.4236/ce.2023.145069 Anlimachie, M. A., Abreh, M. K., Acheampong, D. Y., Samuel, B., Alluake, S., & Newman, D. (2025). Enacting culturally responsive pedagogy for rural schooling in Ghana: A school-community-based enquiry. Pedagogy, Culture & Society , 33 (1), 141–159. https://doi.org/10.1080/14681366.2023.2205861 BIRD & GES. (2024). Induction of Advisory Committee Members to Develop Culturally Responsive Curriculum for Early Childhood Classrooms in Ghana . Kwame Nkrumah University of Science and Technology. https://bird.knust.edu.gh/news/bird-and-ges-induct-6-adcms-help-develop-culturally-responsive-curriculum-early-childhood Cheung, R., & Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. Computers & Education , 63 , 160–175. https://doi.org/10.1016/j.compedu.2012.12.003 Cobbold, C. (2015). Solving the teacher shortage problem in Ghana: Critical perspectives for understanding the issues. Journal of Education and Practice , 6 (9), 71–79. Haddaway, N. R., Collins, A. M., Coughlin, D., & Kirk, S. (2015). The Role of Google Scholar in Evidence Reviews and Its Applicability to Grey Literature Searching. PLOS ONE , 10 (9), e0138237. https://doi.org/10.1371/journal.pone.0138237 Hall, G. E., & Hord, S. M. (1987). Change in Schools: Facilitating the Process . State University of New York Press. https://books.google.com.gh/books?id=7v9caVCS07gC Hall, G. E., & Hord, S. M. (2006). Innovation Configurations: Concerns-Based Adoption Model (CBAM) . Southwest Educational Development Laboratory (SEDL). https://sedl.org/cbam/innovation_configurations.pdf Hall, G. E., & Hord, S. M. (2019). Implementing Change: Patterns, Principles, and Potholes (4th ed.). Pearson. Muskin, J. A., & Nigatu, M. (2025). Training teachers to implement a competency-based curriculum . International Institute for Capacity Building in Africa. https://www.iicba.unesco.org/en/training-teachers-implement-competency-based-curriculum Additional Declarations The authors declare no competing interests. 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In Ghana, the introduction of the Standards-Based Curriculum (SBC) in 2019 for basic education and the Common Core Programme (CCP) for junior high schools marked significant efforts to shift from rote learning to competency-based education, emphasizing critical thinking, creativity, and problem-solving. These reforms aim to address longstanding issues such as low educational outcomes and rural-urban disparities in educational opportunities.\u003c/p\u003e\u003cp\u003eThe Concerns-Based Adoption Model (CBAM), developed by (Hall \u0026amp; Hord, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e1987\u003c/span\u003e), provides a framework for understanding and supporting individuals\u0026rsquo; responses to educational change. CBAM comprises three diagnostic dimensions: Stages of Concern (SoC), Levels of Use (LoU), and Innovation Configurations (IC), which collectively address teachers\u0026rsquo; emotional, behavioral, and practical engagement with new curricula. Given its widespread application in educational change management, this systematic review examines the strengths and weaknesses of CBAM and its relevance to Ghana\u0026rsquo;s SBC and CCP reforms. The research questions guiding this review are:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat are the strengths of CBAM in facilitating Programme implementation?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat are the weaknesses or limitations of CBAM in educational reform contexts?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow relevant is CBAM to the successful implementation of Ghana\u0026rsquo;s SBC and CCP reforms?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eThis systematic review adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The methodology includes the following steps:\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003ei. Search Strategy\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eA comprehensive search of peer-reviewed literature in Web of Science, ERIC, Scopus, and Google Scholar, covering articles published between January 2000 and October 2024, was conducted. Search terms included combinations of \u0026ldquo;Concerns-Based Adoption Model,\u0026rdquo; \u0026ldquo;CBAM,\u0026rdquo; \u0026ldquo;Programme reform,\u0026rdquo; \u0026ldquo;educational change,\u0026rdquo; \u0026ldquo;Ghana,\u0026rdquo; \u0026ldquo;Standards-Based Curriculum,\u0026rdquo; and \u0026ldquo;Common Core Programme,\u0026rdquo; connected with Boolean operators (e.g., \u0026ldquo;CBAM AND Programme reform\u0026rdquo;). The first 300 results from Google Scholar were screened to ensure inclusivity, following Haddaway et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eii. Inclusion and Exclusion Criteria\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eStudies were included if they: (1) were peer-reviewed empirical articles or systematic reviews; (2) examined CBAM in the context of Programme implementation; (3) were published in English; and (4) included K-12 or higher education settings. Exclusion criteria encompassed non-empirical articles (e.g., commentaries, editorials), studies unrelated to CBAM or Programme reform, and those lacking complete methods or results sections, as required by Research Square\u0026rsquo;s editorial policies.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003eiii. Study Selection\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eFrom an initial 1,245 articles identified, 827 were screened after removing duplicates. Titles and abstracts were reviewed, and 156 full-text articles were assessed for eligibility. After applying inclusion/exclusion criteria, 32 studies were retained for analysis (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e for PRISMA flowchart).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\n\u003ch3\u003eiv. Quality Assessment\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe Critical Appraisal Skills Programme (CASP) checklist for systematic reviews and qualitative studies was used to assess study quality. Studies were evaluated for clarity of research questions, methodological rigor, and relevance to CBAM. All included studies met minimum quality thresholds, with no critical flaws identified.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003ev. Data Extraction and Analysis\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eData were extracted on study characteristics (e.g., year, location, methodology), CBAM components analyzed, and findings related to strengths, weaknesses, and contextual applicability. Thematic analysis was used to synthesize findings into themes addressing the research questions.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003evi. Data Availability\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe datasets analyzed in this study are available from the corresponding author upon reasonable request.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe 32 included studies comprised 20 research articles, 8 systematic reviews, and 4 mixed-methods studies, with 12 specifically addressing CBAM in low- and middle-income countries (LMICs). Key findings are organized by research question.\u003c/p\u003e\u003cp\u003e\u003cb\u003eStrengths of CBAM\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eAddressing Teachers\u0026rsquo; Concerns: CBAM\u0026rsquo;s Stages of Concern framework effectively identifies and addresses teachers\u0026rsquo; emotional and professional concerns during Programme implementation. Studies such as Cheung \u0026amp; Vogel (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) found that SoC helps tailor professional development to teachers\u0026rsquo; needs, improving adoption rates.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eStructured Implementation Monitoring: The Levels of Use dimension provides a clear progression from non-use to advanced integration, enabling educators to monitor implementation fidelity (Hall \u0026amp; Hord, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eFlexibility Across Contexts: CBAM\u0026rsquo;s Innovation Configurations allow customization of reform components, making it adaptable to diverse educational settings (Hall \u0026amp; Hord, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2006\u003c/span\u003e)\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eStakeholder Engagement: CBAM promotes collaboration among teachers, administrators, and policymakers, fostering buy-in and reducing resistance (Hall \u0026amp; Hord, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2019\u003c/span\u003e)\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eWeaknesses of CBAM\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eLimited Cultural Sensitivity: Several studies, such as Anlimachie et al. (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) noted that CBAM may not adequately account for cultural norms, such as Ghana\u0026rsquo;s linguistic diversity and teacher-student cultural mismatches.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eResource Intensity: Implementing CBAM requires significant time, training, and resources, which can be challenging in low- and middle-income countries (LMICs) like Ghana.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eScalability Challenges: CBAM\u0026rsquo;s individualized focus may hinder large-scale implementation in resource-constrained settings.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eLimited Attention to Structural Barriers: CBAM focuses on individual concerns but may overlook systemic issues like teacher shortages or inadequate infrastructure (Cobbold, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e)\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eRelevance to Ghana\u0026rsquo;s SBC and CCP Reforms\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eAlignment with Reform Goals: CBAM\u0026rsquo;s emphasis on teacher training and stakeholder engagement aligns with the SBC and CCP\u0026rsquo;s focus on competency-based learning and teacher professional development (Muskin \u0026amp; Nigatu, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eAddressing Teacher Concerns: CBAM\u0026rsquo;s SoC can help address teachers\u0026rsquo; anxieties about transitioning from rote-based to standards-based pedagogies, a key challenge in Ghana (Agbofa et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eCultural and Linguistic Challenges: The teacher-student language mismatch and rural-urban disparities in Ghana require CBAM adaptations to incorporate culturally responsive pedagogy (Anlimachie et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eResource Constraints: Ghana\u0026rsquo;s limited educational resources necessitate targeted CBAM interventions, such as pilot programs to demonstrate short-term wins (Jones \u0026amp; Reilly, 2017).\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eCBAM\u0026rsquo;s strengths lie in its structured approach to managing change, particularly through its diagnostic tools (SoC, LoU, IC), which provide actionable insights for Programme implementation. Its ability to address teachers\u0026rsquo; concerns and foster stakeholder collaboration makes it a valuable framework for Ghana\u0026rsquo;s SBC and CCP reforms, where teacher resistance and lack of training are significant barriers. However, CBAM\u0026rsquo;s limitations, including its resource intensity and limited cultural sensitivity, pose challenges in Ghana\u0026rsquo;s context, where linguistic diversity and infrastructural constraints are prevalent.\u003c/p\u003e\n\u003cp\u003eTo enhance CBAM\u0026rsquo;s relevance, adaptations should include:\u003c/p\u003e\n\u003col style=\"list-style-type: lower-roman;\"\u003e\n \u003cli\u003eCulturally Responsive Integration: Incorporating local languages and cultural assets into teacher training, as suggested by (BIRD \u0026amp; GES, 2024).\u003c/li\u003e\n \u003cli\u003eResource-Efficient Strategies: Leveraging CBAM\u0026rsquo;s pilot program approach to demonstrate early successes\u003c/li\u003e\n \u003cli\u003eSystemic Support: Addressing structural barriers like teacher shortages through policy interventions.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThis systematic review confirms CBAM\u0026rsquo;s utility in facilitating Programme reforms through its focus on teacher concerns and implementation monitoring. However, its application in Ghana requires adaptations to address cultural, linguistic, and resource-related challenges. Policymakers and educators should prioritize culturally responsive professional development and pilot programs to enhance the adoption of the SBC and CCP. Future research should explore longitudinal studies to assess CBAM\u0026rsquo;s long-term impact on Ghana\u0026rsquo;s educational outcomes.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAgbofa, F. J. K., Mensah, D. K. D., Opoku-Amankwaah, K., Kyeremeh, S., \u0026amp; Adu-Boahen, A. O. (2023). Teachers\u0026rsquo; Concerns on the Implementation of the Standards-Based Curriculum in Ghana: A Case of New Juaben North Municipal. \u003cem\u003eCreative Education\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(05), 1076\u0026ndash;1093. https://doi.org/10.4236/ce.2023.145069\u003c/li\u003e\n\u003cli\u003eAnlimachie, M. A., Abreh, M. K., Acheampong, D. Y., Samuel, B., Alluake, S., \u0026amp; Newman, D. (2025). Enacting culturally responsive pedagogy for rural schooling in Ghana: A school-community-based enquiry. \u003cem\u003ePedagogy, Culture \u0026amp; Society\u003c/em\u003e, \u003cem\u003e33\u003c/em\u003e(1), 141\u0026ndash;159. https://doi.org/10.1080/14681366.2023.2205861\u003c/li\u003e\n\u003cli\u003eBIRD \u0026amp; GES. (2024). \u003cem\u003eInduction of Advisory Committee Members to Develop Culturally Responsive Curriculum for Early Childhood Classrooms in Ghana\u003c/em\u003e. Kwame Nkrumah University of Science and Technology. https://bird.knust.edu.gh/news/bird-and-ges-induct-6-adcms-help-develop-culturally-responsive-curriculum-early-childhood\u003c/li\u003e\n\u003cli\u003eCheung, R., \u0026amp; Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. \u003cem\u003eComputers \u0026amp; Education\u003c/em\u003e, \u003cem\u003e63\u003c/em\u003e, 160\u0026ndash;175. https://doi.org/10.1016/j.compedu.2012.12.003\u003c/li\u003e\n\u003cli\u003eCobbold, C. (2015). Solving the teacher shortage problem in Ghana: Critical perspectives for understanding the issues. \u003cem\u003eJournal of Education and Practice\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(9), 71\u0026ndash;79.\u003c/li\u003e\n\u003cli\u003eHaddaway, N. R., Collins, A. M., Coughlin, D., \u0026amp; Kirk, S. (2015). The Role of Google Scholar in Evidence Reviews and Its Applicability to Grey Literature Searching. \u003cem\u003ePLOS ONE\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(9), e0138237. https://doi.org/10.1371/journal.pone.0138237\u003c/li\u003e\n\u003cli\u003eHall, G. E., \u0026amp; Hord, S. M. (1987). \u003cem\u003eChange in Schools: Facilitating the Process\u003c/em\u003e. State University of New York Press. https://books.google.com.gh/books?id=7v9caVCS07gC\u003c/li\u003e\n\u003cli\u003eHall, G. E., \u0026amp; Hord, S. M. (2006). \u003cem\u003eInnovation Configurations: Concerns-Based Adoption Model (CBAM)\u003c/em\u003e. Southwest Educational Development Laboratory (SEDL). https://sedl.org/cbam/innovation_configurations.pdf\u003c/li\u003e\n\u003cli\u003eHall, G. E., \u0026amp; Hord, S. M. (2019). \u003cem\u003eImplementing Change: Patterns, Principles, and Potholes\u003c/em\u003e (4th ed.). Pearson.\u003c/li\u003e\n\u003cli\u003eMuskin, J. A., \u0026amp; Nigatu, M. (2025). \u003cem\u003eTraining teachers to implement a competency-based curriculum\u003c/em\u003e. International Institute for Capacity Building in Africa. https://www.iicba.unesco.org/en/training-teachers-implement-competency-based-curriculum\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Concerns-Based Adoption Model, Programme reform, Standards-Based Curriculum, Common Core Programme, Ghana, systematic review","lastPublishedDoi":"10.21203/rs.3.rs-7310772/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7310772/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe Concerns-Based Adoption Model (CBAM) is a widely used framework for understanding and facilitating educational change, particularly in the context of Programme reforms. This systematic review evaluates the strengths, weaknesses, and relevance of CBAM in supporting the implementation of Ghana\u0026rsquo;s Standards-Based Curriculum (SBC) and Common Core Programme (CCP) reforms introduced since 2019. Following PRISMA guidelines, an internet search was done on Web of Science, ERIC, Scopus, and Google Scholar for peer-reviewed studies published between 2000 and 2024, yielding 32 articles for analysis. Findings highlight CBAM\u0026rsquo;s strengths in addressing teachers\u0026rsquo; concerns, facilitating professional development, and promoting stakeholder engagement. However, weaknesses include its limited attention to cultural and contextual factors, resource constraints, and scalability challenges in low-resource settings such as Ghana. The review suggests CBAM\u0026rsquo;s relevance to Ghana\u0026rsquo;s reforms lies in its ability to guide teacher training and monitor implementation progress, but adaptations are needed to address local linguistic diversity, cultural mismatches, and resource limitations. Recommendations for policymakers and educators include integrating culturally responsive pedagogy and leveraging CBAM\u0026rsquo;s diagnostic tools to enhance Programme adoption.\u003c/p\u003e","manuscriptTitle":"Examining the Concerns-Based Adoption Model: A Systematic Review of Its Strengths, Weaknesses, and Relevance to Ghana’s Standards-Based and Common Core Programme Reforms","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-07 18:32:52","doi":"10.21203/rs.3.rs-7310772/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"0461aa1c-e0e4-4349-b493-451bb1067684","owner":[],"postedDate":"August 7th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":52831132,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2025-08-07T18:32:52+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-07 18:32:52","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7310772","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7310772","identity":"rs-7310772","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}