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Trends related to the school curriculum and the characteristics of contemporary curricular trends are reviewed, as well as some curricular provisions determined by recent problems in the world context. It begins by explaining the historical journey that contemporary curricular trends have had, then four questions are raised: What are the contemporary curricular trends? What are the characteristics of the current context to which curricular trends are responding? What specific curricular trends respond to the challenges of today's society? and what are its characteristics?
In response to the first two questions, different contemporary curricular trends are cited from the perspective of several authors, later, responding to the third question, the following trends are established: decolonization of the curriculum, curricular flexibility for multimodal, inclusive and technological educational training, the competency-based approach, learning for life, the inclusion of socio-emotional education, the use of the potential of digital technologies in education, the ecological curricular approach for a damaged planet and the inclusion of research and innovation as transversal axes of the curriculum; Finally, the definitions, characteristics and criticisms of each one are detailed in response to the fourth question.
