ABSTRACT
Curriculum development is the fundamental component of high-quality education, particularly in primary and secondary school education during Covid-19, which requires modern researchers' attention. Thus, the current research explores the impact of distance learning, student interest, and teachers' abilities on curriculum creation in Jordanian elementary and secondary schools. Additionally, the present study examines the moderating effect of institutional support on the relationship between remote learning, student interest, teacher abilities, and curriculum development in Jordanian K-12 schools. The researchers gathered primary data via surveys and evaluated it with smart-PLS. The findings established a positive correlation between distance learning, student interest, teachers' abilities, and curriculum development. The results also reveal that institutional support considerably modifies the relationship between distance learning, student interest, teacher abilities, and curriculum development in Jordanian K-12 schools. This research serves as a guide for legislators as they draught regulations governing curricular development. (PsycInfo Database Record (c) 2023 APA, all rights reserved)