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Policy to Practice: A Critical Analysis of 21st Century Curriculum Policy Enactment in Regional and Remote Queensland Secondary Schools
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Policy to Practice: A Critical Analysis of 21st Century Curriculum Policy Enactment in Regional and Remote Queensland Secondary Schools

Natalie Sunner
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2026
DOI:
https://doi.org/10.25918/thesis.586
Appears in  Recent Southern Cross PhD Theses
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Sunner N A PhD 20262.16 MBDownloadView
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Abstract

Curriculum implementation Educational policy reform Queensland Certificate of Education [QCE] Queensland Certificate of Education QCE Queensland secondary schools Regional and remote education
Policy implementation within secondary schools is a complex process influenced by organisational, professional, and contextual factors. For curriculum leaders and teachers working in regional and remote secondary schools, these challenges are often compounded by geographical isolation, limited access to professional development, varying levels of leadership expertise, and the socio-educational characteristics of local communities. Contemporary Australian educational reform agendas seek to standardise educational practices across states and territories to improve outcomes for all students. However, the enactment of these reforms within diverse regional and remote contexts presents unique challenges for those responsible for translating policy into practice. This study investigates the experiences of curriculum leaders and teachers implementing the new Queensland Certificate of Education (QCE), representing the most significant reform to Queensland senior secondary schooling in more than 50 years. The research focuses on understanding how remoteness influences policy enactment and the support required for successful implementation within regional and remote school communities. The study employed a transformative sequential mixed-methods design. Quantitative data were initially collected through an online survey of curriculum leaders and teachers working across regional and remote Queensland secondary schools. Survey data were analysed using factor analysis and Analysis of Variance (ANOVA) to identify patterns and differences in participants’ experiences. These findings informed a qualitative phase comprising semi-structured interviews that explored participants’ perceptions in greater depth. Quantitative and qualitative data were subsequently integrated and synthesised to address the study’s research questions. The findings revealed significant tensions associated with implementing state-level curriculum and assessment reforms in geographically diverse contexts. Participants identified challenges relating to access to professional learning, availability of experienced curriculum leadership, resourcing inequities, and the need to contextualise policy requirements within socially and culturally complex school communities. The study highlights how remoteness can influence the capacity of schools to enact reform effectively and equitably. This research contributes to understanding policy implementation in regional and remote educational settings by demonstrating the importance of targeted and contextually responsive support structures. The findings generated practical recommendations for policymakers, curriculum authorities, and school leaders to strengthen professional development, leadership support, and implementation processes. By improving the conditions under which curriculum leaders and teachers enact policy, the study seeks to enhance educational opportunities and outcomes for students attending regional and remote secondary schools across Queensland.

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