<![CDATA[The implementation of the Merdeka Curriculum in Indonesian vocational education mandates a shift toward instructional autonomy and industry-aligned pedagogy. In fact, the transition from standardized English instruction to contextualized English for Specific Purposes (ESP) remains uneven across different institutional frameworks. This study aims to investigate how vocational English teachers integrate students’ needs and industry demands into curriculum development within the public and private school sectors. Following a qualitative case study design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving five English teachers in Parepare, South Sulawesi. The findings indicate that while all participants attempt to synchronize their instruction with vocational requirements, their pedagogical agency is heavily mediated by institutional resources. Teachers in public schools demonstrate a designer approach, utilizing collaborative networks to develop customized modules. In contrast, private school teachers often adopt a consumer approach, relying on standardized textbooks while employing spontaneous improvisation to maintain classroom relevance. This study suggests that teacher agency is not merely an individual capacity but a situated achievement facilitated by professional learning communities. These results imply that policymakers must provide targeted material support and formalized collaborative time, particularly for resource-constrained private institutions, to ensure equitable curriculum innovation.]]>
