<![CDATA[This study aims to analyze the experiences of English Education students in designing English language learning based on the Merdeka Curriculum and to identify the challenges they encountered during the design process. This study employed a qualitative descriptive approach. The participants were 40 English Education students at Universitas Negeri Medan, consisting of 30 students from the 2023 cohort and 10 students from the 2022 cohort, who had completed the Micro Teaching course. Data were collected through semi-structured interviews and analyzed thematically using the stages of data condensation, data display, and conclusion drawing and verification. The findings indicate that students had experience applying several principles of the Merdeka Curriculum, including project-based learning, selection of essential learning materials, learning flexibility, differentiated learning, and integration of learning components. Students designed various project activities, such as brochures, booklets, videos, podcasts, comic strips, and greeting cards, to provide opportunities for learners to use English actively and creatively. However, students also experienced challenges in determining appropriate differentiation, identifying learners’ characteristics and needs, designing assessments, managing instructional time, and adapting lesson plans to practical and classroom conditions. To address these challenges, students used references, discussions, teaching practice, feedback, reflection, and revision. The study concludes that students have developed an initial understanding of Merdeka Curriculum-based learning design, but continued practical experience and reflective activities are needed to strengthen their pedagogical competence.]]>
