Curriculum reform and the enhancement of educational quality cannot lead to sustainable results without attending to "teachers' knowledge" as a key implementation factor, given that the teaching profession encompasses a set of specialized knowledge, skills, and competencies that evolve within socio-political and cultural contexts, thereby determining its social standing. In an era of complexity, the primary expectation from teachers is to manage the change process within the learning environment; consequently, understanding educational change theories constitutes an essential component of teachers' knowledge. The complexity approach to change demonstrates that educational change is invariably accompanied by uncertainty, predictable and unpredictable consequences, chaotic interactions, and small effects with large outcomes, and awareness of these characteristics can facilitate the implementation of change. Furthermore, realizing skill-oriented curricula necessitates redefining universities' missions in human capital development, knowledge production and dissemination, and effective engagement with knowledge users. At the strategic level, clarifying curriculum change as a scientific activity, incorporating courses on change and innovation into the curriculum of Farhangian University, elucidating the characteristics of curriculum changes to enhance acceptance, and fostering a culture of innovation among implementers serve as prerequisites for successful reform execution. Additionally, continuous support for teachers, the design of long-term professional development programs, and the strengthening of connections between universities, schools, and vocational centers for aligning education with employment are introduced as key policy requirements.