This study investigates the policy-making process and highly-concerned issues in the curriculum integration of issues for 12-year basic education. Data collections include critical discourse analysis and interviews. The researcher will analyze the discourse texts of the whole development process of curriculum guidelines, explore the issues which are highly concerned in the curriculum integration of issues for 12-year basic education, discuss the decision-making approaches and results of highly-concerned issues, then explore the social context which is related to the highly-concerned issues. Finally, according to the results above, the researcher will provide suggestions and implications for the next construction of curriculum guidelines.
