Integration activities for functional writing in competency-based curriculum: A systematic review

This systematic review examines the integration of functional writing activities within competency-based curriculum (CBC) frameworks, focusing on four key objectives; (1) to examine how integration activities support functional writing in English language classrooms, (2) to explore teachers’ perspectives on designing and implementing integration activities, (3) to explore students’ perceptions of integration activities in improving their writing skills in the English language, and (4) to identify the challenges and enablers in fostering writing proficiency through the competency-based curriculum. Drawing from 30 highly relevant studies published between 2020 and 2025 and indexed in SCOPUS, Web of Science, among other databases, this review reveals that integration activities, including writing-across-the-curriculum strategies, genre-based approaches, learning-oriented assessment, and technology-enhanced pedagogies, effectively support functional writing development when properly implemented. However, significant implementation challenges persist, including inadequate teacher training, insufficient resources, overcrowded classrooms, and resistance to pedagogical changes. Teachers generally hold positive views of competency-based curriculum (CBC), but report feeling underprepared and overwhelmed by implementation demands. Students demonstrate increased engagement and writing proficiency when exposed to well-designed integration activities, although motivation varies based on instructional quality and support mechanisms. The review identifies critical enablers of successful implementation, including comprehensive teacher professional development, adequate resource allocation, stakeholder engagement, and systematic integration of writing instruction across disciplines.