Published Paper Details:

Biology plays a vital role in the contemporary education system worldwide by helping learners understand life processes, health, environment, and biodiversity. It fosters scientific thinking and equips students to address global challenges such as climate change, pandemics, and sustainable development. This research paper presents an exhaustive comparative analysis of upper secondary (Grades 11-12) Biology curricula across five distinct educational jurisdictions: the United States (emphasizing Next Generation Science Standards), the United Kingdom (England's A-Level framework), Japan (MEXT Course of Study), Finland (National Core Curriculum), and India (examining CBSE, NIOS, and State Board integrations). Utilizing a multi-dimensional theoretical framework grounded in social realism and didactic transformation, this study interrogates key criteria such as governing bodies, credit divisions, practical and theoretical weightage, assessment architectures, and interdisciplinary approaches etc. The analysis synthesizes data from official curriculum documents (NCERT, CBSE, MEXT, OFQUAL) and academic literature to reveal a global dichotomy between "Curriculum traditions" prioritizing content mastery and "Didactic traditions" emphasizing student-content interaction (Gericke et al., 2025). The research findings highlight significant disparities in the treatment of inquiry-based learning, with India maintaining high-stakes, content-dense models, while Finland and the USA move toward competency-based, modular structures. The report concludes with a data-driven strategic roadmap for the enrichment of India's biology curriculum, advocating for structural reforms aligned with the National Education Policy (NEP) 2020 to foster scientific temper and global competitiveness.