<![CDATA[The implementation of the Merdeka Belajar Curriculum represents a significant shift in Indonesian education toward flexibility, student-centered learning, and the promotion of meaningful or deep learning. However, empirical evidence on how these principles are enacted in under-resourced English Language Teaching (ELT) contexts remains limited, particularly regarding the challenges faced by teachers and students. Addressing this gap is crucial to understanding the extent to which curriculum ideals can be realized in constrained educational settings. This study aims to explore the pedagogical complexities encountered in promoting meaningful learning under the Merdeka Belajar Curriculum in an under-resourced ELT context. A qualitative descriptive research design was employed, with data collected through classroom observations, semi-structured interviews, and document analysis involving an English teacher, school stakeholders, and students. Data were analyzed inductively using thematic analysis to identify recurring patterns of instructional challenges. The findings reveal that the implementation of meaningful learning is shaped by multiple interrelated complexities, including difficulties in applying differentiated and student-centered learning, limited technological infrastructure, students’ low linguistic competence, and insufficient motivation and engagement. These challenges highlight the gap between curriculum expectations and classroom realities, where teachers must continuously adapt their instructional practices under constrained conditions. This study contributes empirical insights into classroom-level challenges of the Merdeka Belajar Curriculum in under-resourced ELT contexts, emphasizing the critical role of teacher agency and contextual adaptation. The findings also suggest the need for more context-sensitive policies, improved infrastructure, and sustained professional support to ensure equitable and effective curriculum implementation.]]>
Copyrights © 2026
