Curriculum reform has become a defining feature of contemporary higher education systems worldwide, driven by globalization, digital transformation, employability demands, and evolving accreditation requirements. While policymakers and academic leaders often design curriculum reforms, their successful implementation depends heavily on faculty acceptance, engagement, and perceptions. This study examines faculty perceptions of curriculum reforms, focusing on perceived relevance, academic autonomy, workload implications, pedagogical alignment, and institutional support. Using a conceptual and integrative literature review approach, the paper synthesizes existing empirical and theoretical research to identify dominant perception patterns among faculty members. The study further proposes a conceptual framework linking faculty perceptions to curriculum reform outcomes. Findings suggest that faculty generally support reforms that enhance student learning and professional relevance but express concerns regarding top-down implementation, inadequate training, and increased administrative burden. The paper concludes with strategic recommendations to improve faculty engagement and sustainability of curriculum reforms.