<![CDATA[Teacher professional learning increasingly emphasizes collaborative and sustainable approaches that improve instruction within school communities. This qualitative descriptive study explored how primary English teachers in Indonesia experienced and enacted Cascaded Professional Learning (CPL) within the Merdeka Curriculum. Data were collected through stimulated recall interviews, focus group discussions, and artefact analysis of lesson plans, teaching modules, and reflective journals involving eleven purposively selected primary English teachers in Kendari, Indonesia. Data were analyzed thematically, with trustworthiness established through triangulation and member checking. The findings indicate that leadership support-initiated teachers’ engagement in CPL, while collaborative knowledge sharing sustained professional learning. Teachers demonstrated agency through selective adaptation, modifying and combining training-based practices in response to students’ needs, classroom conditions, and instructional goals. Formative assessment and student-centered learning were widely adopted, whereas Understanding by Design (UbD) and the 5E instructional model were frequently simplified, integrated with existing routines, or partially implemented to accommodate classroom realities. Collaboration functioned not merely as knowledge transfer but also as a process of collective reflection and contextualized sense-making. Overall, CPL emerged as an adaptive and context-responsive professional learning process that strengthened teacher agency and supported instructional improvement in Indonesian primary English language teaching contexts.]]>
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