<![CDATA[This article examines the trajectory of EFL curriculum reform in Indonesia from the decentralized KTSP model through the competency-based Kurikulum 2013 to the recent, more flexible Kurikulum Merdeka, highlighting shifts in curriculum aims, assessment practices, teacher roles, and classroom implementation; it synthesizes empirical and policy literature that reports a move from locally adaptable syllabuses (KTSP) to nationally standardized competency frameworks (Kurikulum 2013) and then toward learner-centered autonomy and contextualization under Kurikulum Merdeka, identifies persistent challenges including uneven teacher readiness, infrastructure and resource gaps, and assessment misalignment, and recommends sustained teacher professional development, clearer assessment-design alignment, and stakeholder engagement to ensure intended EFL learning outcomes.]]>
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