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Since 1994, there have been numerous curricular changes in South Africa's education system, which have had an impact on the topics covered, taught, and examined in the country's further education and training (FET) phase. The aim of this paper is to assess how changing the curriculum has affected how much environmental content is covered in the subject Economics. The documents used by South African Economics teachers were analysed utilizing a qualitative research methodology and an interpretive paradigm. Realist Social Theory by Margaret Archer served as the theoretical basis for the study data analysis and interpretation. The only technique employed to evaluate the effectiveness of policy texts and test questions was document analysis. The findings show that the variable coverage of environmental impact topics in the examinations may have a negative effect on the way teachers address the topics in Economics. The study also finds that the shifts of the curriculum from RNCS to CAPS improved coverage of environmental content in Economics. This resulted in an emergence of structural and cultural morphogenesis in the teaching of environmental content in Economics from teachers. The study also reveals that environmental content in Economics was better covered after the curriculum changed from RNCS to CAPS. This led to the formation of structural and cultural morphogenesis in the teaching of environmental content in Economics.
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