<![CDATA[The rapid shift toward 21st-century educational paradigms demands that language teachers go beyond traditional knowledge transmission to cultivate complex cognitive and socio-emotional competencies. This qualitative case study investigates how integrating a Deep Learning curriculum—focusing on core competencies such as critical thinking, collaboration, communication, creativity, character, and citizenship—into microteaching influences pre-service English as a Foreign Language (EFL) teachers’ pedagogical development. Involving 7 pre-service EFL teachers at Universitas Muhammadiyah Aceh, Indonesia, data were collected through reflective journals, semi-structured interviews, classroom observations, and lesson plan document analysis over one academic semester. Using inductive thematic analysis fortified by methodological triangulation, the study reveals significant potentials, including enhanced pedagogical awareness, increased teaching creativity, and heightened confidence in facilitating student-centered learning tasks. However, participants faced challenges related to pedagogical paradigm shifts, time management during complex tasks, and task design difficulties. Crucially, the growth of Deep Learning pedagogical competence was heavily mediated by peer collaboration, structured lecturer feedback, and reflective practices. The findings underscore the importance of embedding holistic pedagogical frameworks into microteaching courses to better prepare future EFL teachers for contemporary educational demands.]]>
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