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All Journal Journal of English and Education EDULITE: Journal of English Education, Literature and Culture EDULIA: English Education, Linguistic and Art Journal
Istiadi, Nabila Yumna
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Arts Education Languange, Linguistic, Communication & Media

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Into the Emancipated Curriculum: Teachers’ Perceptions of the Curriculum Change Kusumawati, Maulidiya; Istiadi, Nabila Yumna; Fristiana, Shinta
EDULIA: English Education, Linguistic and Art Journal Vol 5 No 1 (2024): EDULIA: English Education, Linguistic and Art Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/edulia.v5i1.10304

Abstract

The transition from the 2013 Curriculum to the Emancipated Curriculum represents a pivotal change in Indonesian education aimed at improving educational quality and relevance. This study explores teachers’ perceptions of this curriculum change, focusing on its implementation challenges and benefits. Employing a qualitative descriptive research design, the study utilizes narrative inquiry through semi-structured interviews with teachers directly involved in the transition process. Key findings reveal challenges such as reduced teaching time and curriculum constraints, alongside benefits including increased creativity and enhanced integration of technology. Teachers’ perceptions underscore the critical role of adaptability in navigating curriculum change effectively. The study highlights implications for enhancing educational practices and student outcomes in Indonesia, emphasizing the need for supportive policies and professional development to facilitate successful curriculum implementation. By understanding teachers’ experiences and insights, this research contributes to refining educational strategies that align with current needs and aspirations, promoting a more responsive and effective educational system. Keywords: Curriculum Change, Educational Reform, Emancipated Curriculum, Indonesia, Teacher Perceptions
MOOCs in language materials development course: Internationalizing the EFL curriculum and developing students' global competences Yuliati, Yuliati; Istiadi, Nabila Yumna; Buana, Lang; Yi Xe, Wirawati Ngui
Journal of English and Education (JEE) Vol. 11 No. 2 (2025): Vol 11 No. 2 (2025): VOLUME 11 NO 2 NOVEMBER 2025
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v11i2.40605

Abstract

In the era of globalized education, integrating international perspectives into higher education curricula has become extremely important to equip students with the skills, knowledge, and cultural competencies required in a globally connected world. This study explores the strategic development and implementation of Massive Open Online Courses (MOOC) as a tool to internationalize the curriculum in Language Materials Development classrooms. Drawing on interdisciplinary frameworks from curriculum studies, educational technology, and applied linguistics, the study investigates how MOOCs can serve as content delivery platforms and as pedagogical spaces that foster intercultural competence, digital literacy, and learner autonomy. The research employs a qualitative case study approach, examining the design process, instructional integration, and learner engagement of MOOCs. Findings reveal that MOOCs, when thoughtfully contextualized, promote collaborative learning, expose students to diverse linguistic and cultural resources, and support the development of globally relevant language materials. However, access, localization, and instructional design challenges also emerge, highlighting the need for adaptive strategies in MOOC implementation. The paper concludes by offering practical guidelines for integrating MOOCs into English language education curricula and underscores their potential to transform local classrooms into globally networked learning environments.
Culturally responsive teaching pedagogy as a form of knowledge ecology: A systematic literature review of EFL classrooms Istiadi, Nabila Yumna; Yuliati, Yuliati
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.146-165

Abstract

The pursuit of equity and social justice in higher education demands pedagogical approaches that transcend Western-centric traditions and legitimise diverse cultural epistemologies. This study examines Culturally Responsive Teaching (CRT) specifically in the Indonesian EFL context and intends to examine CRT as a pedagogical strategy and a way to problematise epistemological assumptions. Guided by the PRISMA 2020 framework and analysed through Critical Discourse Analysis (CDA) combined with document analysis), this research critically examines 22 documents. The findings indicate that, although CRT is recognised in national initiatives such as the Emancipated Curriculum and Emancipated Learning, its practical implementation remains uneven and largely superficial. At the classroom level, educators attempt to integrate indigenous knowledge, cultural identities, and local wisdom into English language teaching; however, these efforts are constrained by rigid, exam-driven curricula, limited professional support, and the pervasive influence of global English standards. The tension between internationalisation and localisation illustrates both the challenges and opportunities for CRT in reshaping Indonesian EFL education. Theoretically, CRT is positioned as a decolonial stance that resists epistemic hegemony while advancing epistemic justice by legitimising the ecology of knowledge. Practically, the study emphasises the urgency of aligning policies with CRT principles, expanding teacher training, and developing culturally sustaining instructional resources. By situating CRT at the nexus of social justice, decolonization, and global competence, this study contributes to global debates on inclusive and transformative education, highlighting its significance for the Global South and beyond.
Co-Authors Buana, Lang Fristiana, Shinta Kusumawati, Maulidiya Yi Xe, Wirawati Ngui Yuliati -