Challenges and Strategies of Pre-Service EFL Teachers in Implementing the Emancipated Curriculum During Teaching Practicum

Abstract

This study aims to examine the challenges encountered by pre-service English as a Foreign Language (EFL) teachers in implementing the Emancipated Curriculum (Kurikulum Merdeka) during their teaching practicum, and the strategies they adopted to address these challenges. The Emancipated Curriculum, recently introduced in Indonesia, emphasizes student-centered learning, flexibility, and project-based approaches. However, for novice teachers, curriculum innovation can present difficulties due to limited preparation and lack of institutional support. Employing a qualitative case study design, this research involved three pre-service EFL teachers from senior and vocational high schools in Tasikmalaya. Data were collected through semi-structured interviews and practicum document analysis, then analyzed using thematic analysis. Findings reveal that participants faced three main challenges: pre-service teachers' readiness, school environment support, knowledge and understanding of the Emancipated Curriculum. To cope the challenges, they engaged in various strategies, including seeking support and feedback, practical implementation and reflection. The results highlight the importance of integrating Emancipated Curriculum training in teacher education programs and ensuring mentoring and resource availability at partner schools. This study provides insights into supporting future teachers in adapting to Emancipated Curriculum and contributes to ongoing discussions on the implementation of the Emancipated Curriculum in Indonesia