ABSTRACT

This international comparative study examined how the concept of learner agency is incorporated into early childhood curricula in British Columbia, New York, and South Korea. Using OECD’s framework of learner agency as an analytical lens, the study employed qualitative content analysis focusing on three subcategories: student agency, co-agency, and collective agency. Findings revealed that each region embedded these concepts differently within its curricular documents. British Columbia emphasized a relational and ecological understanding of student agency and positioned teachers as researchers and collaborators. New York State portrayed children as active learners and teachers as curriculum planners. South Korea highlighted child-led play and described teachers as co-creators of the curriculum. All three regions referenced collective agency, though to varying degrees. The study suggests that these differences should be understood within each region’s sociohistorical contexts in which children learn. The study concludes with directions for future research, including investigations into the practical application of these curricula in educational settings, the inclusion of additional regions for broader comparative analysis, and longitudinal studies exploring the long-term impacts of learner agency.

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