The revision of Master's and Doctoral curricula in "Curriculum Studies," as a pillar of scientific transformation in this field, will only be effective when grounded in regular evaluation, stakeholder needs assessment, and a genuine connection with society and the labor market. An examination of the perspectives of professors, students, and labor market specialists indicates that key challenges in existing programs include weaknesses in the design of practical, workshop-based, and field courses; insufficient skill training in curriculum design, implementation, and evaluation within real-world environments; a de-emphasis on research orientation alongside a lack of adequate time to foster research skills; a neglect of entrepreneurship and intercultural dimensions; a lack of effective alignment with job requirements; and limited flexibility in selecting courses tailored to student interests and faculty expertise. Furthermore, an excessive focus on a disciplinary approach while neglecting the dimensions of policymaking, history, and the sociology of the curriculum has weakened the discipline's social responsiveness. Proposed strategies include shifting the role of the Ministry of Science from formulation to supervision and evaluation, structured student participation in the revision process, a transition from a mandatory-elective model to a mandatory-optional model (featuring minimum fixed courses and specialized course selection based on thesis/dissertation topics), the development of specialized professions such as curriculum technicians and consultants, enabling program bifurcation into various thematic domains, and the conclusion of memoranda of understanding between faculties of educational sciences and the Organization for Research and Educational Planning to facilitate students' practical participation in curriculum design and validation.