Syllabus Design Research Articles

Needs Analysis for Designing English Course for Tourist Police in Mandalika Special Economic Zone

In the era of globalization and increasing international travel, effective communication in English has become a fundamental requirement for individuals working in various professional fields.The objectives of this research are to find out the authentic tasks and authentic texts that needed to be included in designing English for the tourist police in Mandalika Special Economic Zone (Mandalika SEZ), and to know how the design of the English course for tourist police in Mandalika Special Economic Zone (Mandalika SEZ) to improve language skills in their workplace. The subjects of the study are five tourist police officers who are fluent in English from 15 Tourist Police officers who work in the Mandalika Economic Zone. The techniques used to collect the data are observation, interview, questionnaire, and focus group discussion. The data analysis technique follows Miles and Huberman’s model (reduction, data display, conclusion drawing/verification, and syllabus design). The syllabus encompasses a total of seven key authentic tasks tailored to enhance the officers' communication and operational capabilities in various scenarios. These tasks include: Communicating During Emergencies, Giving Directions, Conducting Safety Checks, Conflict Resolution, Writing Reports, and Providing Assistance. In conclusion, the English syllabus for tourist police officers in Mandalika SEZ is carefully crafted to meet their needs through practical tasks, relevant materials, and effective assessment methods. This design enhances both language skills and real-life problem-solving abilities, serving as a valuable model for future training and improving the overall service quality and efficiency of the officers.

Enhancing digital health competencies: insights from european human resources for health

Abstract Background Mixed-skills for digital health transformation are critical for human resources for health (HRH). This study aimed to inform the design of new training programmes that address soft, hard and digital health skills. Methods Using a mixed-methods design science approach, focus groups were conducted by invitation and with informed consent, online or in-person. A script was prepared with key questions for orientation and facilitation, addressing the topics of current situation, desired situation, desired skills, practical and organisational needs to implement continuous training in healthcare. The collected data were analysed using Nvivo. Results Focus groups (14) had 87 participants (Norway, Latvia, Belgium, Italy and Portugal): 26 healthcare professionals (nurses, midwives, nutritionists, pharmacists, assistants and doctors); 27 managers or directors of hospitals and care centres; 34 experts (digital health specialists, researchers, technical officers, members of professional societies and national authorities). Real needs were identified, with 2 direct sub-themes that were best related to each other (Pearson coefficient, p > 0.40 - cluster analysis): 1. ‘Current situation’: Cybersecurity (eg. privacy, law and ethics); Time (work time versus private time, p = 0.69); Type (informal versus formal training, p = 0.32); Programmes (graduation, continuing education and post-graduation levels). 2. ‘Desired situation: Desired skills (eg. digital - basic ICT, data analysis, soft - communication, emotional intelligence, and hard skills - medication administration, catheters, ECG, vital signs, telehealth - digital stethoscope); Learning design and objectives (eg. collective learning, simulations, location - peer-to-peer and hybrid); Emergency care and the link between primary and secondary levels of care were considered important. Conclusions These findings of convergence among HRH inform Program design process to support the training programs and course syllabus design. Key messages • The identified needs and priorities inform Program design further to support Digital Health Transformation training programs and course syllabus design. • Real needs points to Current and Desired situation, where HRH give important insights that need to be considered to engage people to perform training courses.

Contributions of Computerized Dynamic Assessment and Digitalized Feedback to L2 Learners’ Grammar Acquisition: Technology-Enhanced Learning Facilitation Theory

As an integral part of dynamic assessment, computerized dynamic assessment (CDA) offers learners computer-assisted automated mediation. Accordingly, the possible efficacy of corrective feedback seems to be enhanced with new technologies, such as artificial intelligence tools, that offer automatic corrective feedback. Using technology-enhanced learning facilitation theory, this study examined, in this respect, the combined effect of CDA and digitalized feedback (DF) on L2 learners' grammar acquisition. Under a quantitative methodology and in an Iranian language institute, the study used a pretest-posttest quasi-experimental design with a control group to evaluate how CDA with DF affected language learners' grammar acquisition. The statistical analyses using t-tests and ANCOVAs revealed that compared to the control group, the experimental group that underwent CDA with DF showed notable increases in both comprehension and production of conditional type 1. The results underlined how well the theory of technology-enhanced learning facilitation helps recognize and produce the target grammatical feature. Emphasizing the significance of including individualized instruction, dynamic assessment, and DF in language teaching and learning methods, implications for language teachers, syllabus designers, materials producers, and policymakers are offered.

Is AI-assisted assessment liable to evaluate young learners? Parents support, teacher support, immunity, and resilience are in focus in testing vocabulary learning

This study investigates the impact of artificial intelligence (AI)-assisted assessment on young L2 learners’ vocabulary knowledge, immunity, and resilience, considering parental and teacher support roles. Sixty junior high school students in Afghanistan, aged 13 to 14, participated in the study. They were divided into an experimental group receiving AI-assisted assessment and a control group with traditional instruction. The research employed a pretest–posttest control group design, using teacher-made vocabulary tests validated for reliability and instruments measuring immunity and resilience. The findings revealed that AI-assisted assessment significantly improved vocabulary knowledge and emotional resilience compared to the control group. While parental support showed a positive trend toward vocabulary enhancement, teacher support did not significantly impact the outcomes. The study highlights the potential of AI in language education, emphasizing the need for collaborative efforts among educators, parents, materials developers, syllabus designers, and policymakers to maximize the benefits of AI tools. These findings underscore the importance of integrating advanced technologies into educational frameworks to support cognitive and emotional development in learners.

The role of artificial intelligence in higher medical education and the ethical challenges of its implementation

Artificial intelligence (AI) is penetrating higher medical education; however, its adoption remains low. A PRISMA-S search of the Web of Science database from 2020 to 2024, utilizing the search terms “artificial intelligence,” “medicine,” “education,” and “ethics,” reveals this trend. Four key areas of AI application in medical education are examined for their potential benefits: Educational support (such as personalized distance education), radiology (diagnostics), virtual reality (VR) (visualization and simulations), and generative text engines (GenText), such as ChatGPT (from the production of notes to syllabus design). However, significant ethical risks accompany AI adoption, and specific concerns are linked to each of these four areas. While AI is recognized as an important support tool in medical education, its slow integration hampers learning and diminishes student motivation, as evidenced by the challenges in implementing VR. In radiology, data-intensive training is hindered by poor connectivity, particularly affecting learners in developing countries. Ethical risks, such as bias in datasets (whether intentional or unintentional), need to be highlighted within educational programs. Students must be informed of the possible motivation behind the introduction of social and political bias in datasets, as well as the profit motive. Finally, the ethical risks accompanying the use of GenText are discussed, ranging from student reliance on instant text generation for assignments, which can hinder the development of critical thinking skills, to the potential danger of relying on AI-generated learning and treatment plans without sufficient human moderation.

Improving Grade Nine Students’ English Language Speaking Skill of Polite Requests: Misrak Chora Secondary School

Most commonly it is agreed that politeness is reflected in the pragmatic use of language. Although the politeness phenomenon is universal, with many expressional similarities, each language possesses norms and ways of expressing politeness within a given cultural context. Politeness has connection with everyday life such as with greeting, inviting, helping, apologizing, opinions, advice, questioning and suggesting information etc. English speaker tourists most frequently visit and resident in Hawassa City-Ethiopia and have cultural and communication exposure. However, many Ethiopian students are observed incompetent in this regard. Thus, the current study was intended to improve EFL learners’ polite requesting skills in some selected situations both in classroom contexts and outside contexts. For this purpose, the pre-experimental research design was employed to the study, and twenty students (10 females and 10 males) were randomly selected by lottery system from the 9<sup>th</sup> B classroom. This makes 22.2% of the population in the class. Six politeness genres were selected from the students’ English textbook for explicit lesson intervention. Based on Written Discourse Completion Test (WDCT) instrument prepared from these contents, both pretest and posttest conditions were administered to the selected students. Also cooperative learning strategies such as role play, pair work, group discussion, extemporaneous speeches on situations, cooperative jigsaw, interactive discourse, timed interview, Think-Pair-Share (TPS) were utilized during the lesson sessions. Then, frequencies, means, standard deviations, variances and percentages were used to obtain the main findings. On pretest, students have scored the overall 27.16% (mean, 8.15) regarding all polite request situations. However, it was found that the posttest scores showed great difference about 78.3% (mean, 23.5) in all situations. The study has also sought which request contexts grade nine students improve best as a result of the explicit instruction. Although students have improved performance in all tested situations, they had showed very significant change on request for apology followed by for help. In apology situation the students have achieved 90% and the least in preference scenario which is 65%. Thus, it is recommended that learners have to be explicitly taught in context of these language genres to develop learners' communicative abilities in the area. Teachers should devote time to instruct on this language content [polite request] as it is everyday encounter in one's life. Syllabus designers also should allot much time and tasks on the area so that school teachers give attention to areas.

Research Methodology Courses in Advanced Studies in Education: Trends from the Portuguese Case

The identification and characterisation of all course syllabus on research methodologies in education in advanced studies in education allows to present the current Portuguese teaching and learning scenario in this field for the first time. The approach for the development of this empirical work was a national survey of all master's and doctoral programmes in education and in teaching, coding and translating the information. The data collected was validated with the respective higher education institution, the master or doctoral coordinator and the teacher responsible for the research methods teaching. A qualitative based methodology through descriptive statistical analysis enables a presentation of trends in the design and organisation of the course syllabus. The results show a research knowledge that is fragmented and not clear. The descriptions of course syllabus undervalue the epistemological and methodological issues inherent in the construction of scientific knowledge in education. Privilege is given to the operationality of the methodology with a view to developing a scientific project.

Exploring tertiary EFL learners’ and teachers’ perceptions of the effectiveness of EFL writing course syllabi: Pedagogical implications

Given the importance of effective and standard syllabi in developing tertiary students’ EFL writing skills, this study aimed to analyze the perceptions of Bangladeshi tertiary EFL learners and teachers towards the effectiveness of English writing course syllabi in developing writing proficiency. The study involved 392 students and 14 EFL teachers from seven Bangladeshi universities in a five-point Likert-scale questionnaire survey using a purposive sampling procedure. The results show that both students and teachers had a negative perception of the effectiveness of most of the components of the syllabus, namely, objectives of the syllabus, content and skill coverage, instructional time, suitability, and effectivity of the instructional materials covered in the syllabus. However, students had a positive perception of the effectiveness of the writing content, while teachers had a low perception of this aspect of the writing syllabus. Recommendations call for policymakers and syllabus designers to ensure that EFL writing course syllabi include essential subject components and skills, adhere to global standards, and provide ample classroom practice time for students. The study also highlights the need for devising better syllabi to meet the needs of tertiary EFL learners' academic and professional needs and guide EFL teachers to meet the expectations of Bangladeshi tertiary EFL education.

Variation in Academic Writing: A Corpus-Based Investigation on the Use of Syntactic Features by Advanced L2 Academic Writers

Background: Writing means communication through words whereas academic writing means making careful use of words to communicate ideas to a range of readers and audiences. Therefore, academic writing reflects specificities related to audience, context/discipline and purpose of the use. These specificities result in ample differences in terms of language use. Purpose: This study investigates disciplinary variation in the use of different syntactic (i.e., clausal, intermediate and phrasal) features in academic writing produced by the Pakistani advanced writers of English as an L2 specializing in different disciplines of arts and humanities, life sciences, physical sciences and social sciences. Method: For the said purpose, the corpus has been developed from dissertation texts produced by the Pakistani doctoral candidates from 16 academic disciplines of four disciplinary divisions. The analysis has been performed using AntConc Software after tagging with Multidimensional Analysis, and TagAnt Taggers. Results: The results reveal mixed findings. On the one hand, the results show variation in the use of syntactic features that is observed to be marked by the difference in the frequency of the different types of the said features across disciplines. On the other hand, the results show a similarity in the use of syntactic features that has been evidenced by the finding that the most and least frequently used features are identical across disciplines. Conclusion: These results suggest both heterogeneity and homogeneity in the use of syntactic features by the Pakistani advanced L2 academic writers. The results of this study have implications for educators, policy makers, and syllabus designers to ensure discipline-specific instruction, and incorporation of the discipline-specific syntactic features into the academic curricula for supporting academic writing development skills in the students particularly at the advanced level of education.

Student involvement and innovative teaching methods in a biophilic design education pilot elective course in interior architecture

Biophilic design has gained popularity in interior design areas owing to its numerous advantages. Nevertheless, globally, Interior Architecture/Interior Architecture and Environmental Design departments lack adequate biophilic design courses in their curricula. This research investigates the impact of involving students in syllabus design and applying innovative teaching methods in a pilot elective course focused on biophilic design in interior spaces on student engagement and course sustainability. A new pilot elective course was introduced in the 2022–2023 Spring Semester at the Interior Architecture Department, Faculty of Architecture, Near East University, aiming to establish an enduring and captivating learning environment for students. Initially, a focus group study was conducted to measure students’ awareness of biophilic design and integrate their ideas regarding innovative learning methods into the syllabus for an engaging elective course. Strategies like interactive learning tools, group tasks, and peer assessments were incorporated throughout the course to enhance engagement. Analysis of end-of-course surveys and student observations revealed an augmented awareness of biophilic design among students and a positive influence of innovative learning methods on course sustainability. Thus, the study suggests that an elective course offers the potential to mitigate the deficiency of biophilic design integration in undergraduate programs, augmenting students’ awareness in this field. Moreover, new elective courses could deliver more sustainable and engaging learning experiences for enrolled students when structured through student involvement and innovative learning methods.

The Auxiliary Role of Artificial Intelligence Applications in Mitigating the Linguistic, Psychological, and Educational Challenges of Teaching and Learning Chinese Language by non-Chinese Students

Learners might have several challenges while attempting to learn a second/foreign language. Learners of Chinese face linguistic, psychological, and educational challenges. The integration of technology, especially artificial intelligence (AI), into teaching foreign languages is a blessing for teachers and learners. This study delved into the auxiliary role of AI-powered applications in mitigating the linguistic, psychological, and educational challenges which non-Chinese learners face while learning Chinese/Mandarin language. Qualitative research was employed, and 20 teachers of Chinese language were selected through theoretical sampling. In-depth interviews were used for collecting data, and MAXQDA was used for thematic analysis. Findings revealed that AI-powered educational applications are useful for helping language learners overcome the commonly reported linguistic, psychological, and educational challenges which non-Chinese learners and teachers of Mandarin might encounter. Findings verify the effectiveness of AI-powered applications, such as ChatGPT, Poe, Brainly, and so forth, in helping teachers and learners of Chinese language learn grammar, structure, idioms, and cultural issues of Chinese language. Findings have implications for foreign language (Chinese) learners and teachers, educational technologists, as well as syllabus designers.

Needs Analysis in English for Moroccan Applied Mathematics Graduate Students at Ibn Zohr University

This study examined the English academic needs of students in the Applied Mathematics in the Science of Engineering (AMSE) master program at the Faculty of Sciences, Ibn Zohr University, Morocco. It aimed at determining the gap between students' language needs and their actual competencies and identifying learners’ perceptions of their linguistic needs and their linguistic difficulties. The study was conducted based on a mixed-methods design approach with multiple data collection instruments. As a research framework, the Dudley-Evans and St John's (1998) needs analysis model was used. The results showed that participants attach different values to the importance and competence of macro- and micro-language skills. Students and teachers placed a high value on grammatical knowledge. Students valued grammar, speaking, and writing highly, while subject matter teachers valued grammar, speaking, and writing highly, but listening and pronunciation skills were valued as less important. The study showed that learners' English proficiency level is average. Their average English levels then influenced their academic achievement. Based on the aforementioned results, the researchers proposed that syllabus designers should address the macro- and micro-skills regarding academic studies when developing and redesigning course syllabus and its objectives in the ESP context.

English Reading Skills and their Influence on German Reading Proficiency: A Case Study of Moroccan Middle School Students

This study investigated the relationship between English and German reading comprehension among Moroccan middle school students. The primary objective was to examine whether proficiency in one language influenced performance in the other. A correlational design was employed, with data collected from 92 students at Ibn Rochd Middle School in Sidi Kacem. Participants completed standardized reading tests in both languages, assessing a range of comprehension skills. Correlation and regression analyses were conducted to explore the relationship between the two variables. Results indicated a lack of significant correlation between English and German reading scores, suggesting that shared alphabetic features do not necessarily translate into direct transferability of reading skills. These findings challenge the notion of automatic language transfer and emphasize the complex nature of bilingual reading development. The study highlights the need for further research to investigate factors influencing language transfer in the Moroccan context, such as instructional practices, curriculum design, and individual differences. Implications for teachers, syllabus designers, and educational stakeholders are discussed.

Re-designing ESP Syllabus Design for Pre-Service Teachers in the Physical Education of Elementary Teacher Programs

Technology-cultivated learning opens opportunities to acquire knowledge from various resources. However, languages become a barrier for non-English major students. ESP allows students to familiarise their English with their specific subject. Nevertheless, less research develops PE lessons that integrate specific sports vocabulary and communication skills relevant to the activity. Thus, this study aims to explore the needs of the Physical Education of Elementary Teacher Program (PE-ETP) pre-service teachers. One hundred eighty-eight students participated in this study. The survey, focus group discussion, and interview formulated the findings. The result shows that 42% (80 participants) considered ESP very important as part of the curriculum. 56% (105 participants) consider it essential. Only 2% (3 participants) stated that ESP is not important and cannot be part of the curriculum. Further, eight possible topics were offered in developing ESP courses for the PE-ETP. The topics are teaching PE using English (92.02%), academic English for sports (87.77%), athlete communications (86.70%), referee communications (87.77%), coach communications (90.96%), sports category (91.49%), sports terms (92.55%) and Physiology terms (88.83%). The topics can be developed into specific course units in syllabus design.

Parent–Teacher Meetings and Student Outcomes: curriculum and PTA meet

ABSTRACT— This study examines the vital functions that efficient Parent-Teacher Association (PTA) meetings and a well-organized curriculum have in the educational ecology. The syllabus acts as a thorough manual that describes the goals of the course, the required readings, the timetable, the grading guidelines, and classroom behaviour. This helps parents and students understand what is expected of them. This paper provides a visible roadmap of the course and shows how a thorough syllabus improves academic performance, accountability, and student participation through systematic review and analysis. This article also explores the dynamics of PTA meetings, which serve as an essential forum for parents, educators, and school administration to communicate and work together. PTA meetings that are successful have well-planned agendas, open forums that promote engaged participation, and productive discussion. Through an analysis of case studies and best practices, the study shows how frequent and well-run PTA meetings help with problem-solving, school initiative support, and creating a sense of community within the school. The synergistic effect produced by integrating PTA meetings with the curriculum improves educational outcomes. The report ends with recommendations for improving PTA meeting formats and syllabus design in order to promote a more welcoming and encouraging learning environment. The research hopes to give educators and school administrators useful insights to enhance parent-teacher interaction and student success through these recommendations. INDEX TEARMS – Frontend development HTML, CSS, JavaScript, Backend development React, Database management PHP / MySQL, ChatGPT.

Nexus of essay writing and computer-assisted language learning (CALL) in English language classroom

Purpose This study aims to explore computer-assisted language learning (CALL) activities to improve the English essay writing of Pakistani university students. It highlights the role of CALL in the language proficiency model cognitive academic language proficiency (CALP), which can enable second language learners to engage in more critical thinking skills effectively. Furthermore, it aims to explore English language teachers’ experience about the use of CALL-based activities in English language classrooms or labs. Design/methodology/approach This study followed a pre-post study design to examine whether the structure of an essay and computer-based activities helped to improve English language proficiency among non-native speakers. This design is adopted to investigate the effects of CALL activities on students’ English essays. This study used data from 198 students and after this, four English teachers were interviewed to know their opinions and observations about these CALL-based activities and students’ essay writings. Pre- and post-test data was analysed in percentages and further examined through a t-test. The findings of teachers’ interviews were further analysed through Nvivo software to develop an understanding of research questions through significant themes. Findings The pre-test results confirmed that students’ language proficiency is underdeveloped and informal. Students needed help constructing introductory paragraphs with the reader’s hook, background information, three-point thesis statement and transitional hook. Whereas, post-test results showed that students’ English language proficiency in essay writing was found improved with the use of technological tools and CALL-based activities. Furthermore, it was observed that structure and teacher feedback in essay writing are vital for English proficiency. Originality/value This study benefits English language teachers, administrators, language policymakers and syllabus designers at colleges and universities. The debate over how to improve English language proficiency and academic achievement presents diverse challenges across several countries. Non-native speakers, at an undergraduate level, can significantly improve academically and become proficient in English essay writing with the help of structural guidelines and the use of educational technology. This article demonstrates a two-way process to improve an objective definition of English language development, which is conceivable if the technology is adopted.

Cultivating inclusivity in introductory undergraduate STEM course syllabi

Syllabi are widely used at higher education institutions in the United States to present students with course-related information before or at the beginning of a new class. The timing and versatility of these documents allows instructors to set the tone of a course with (or without) an eye towards inclusivity. This can be important for all students but affects, in particular, students from marginalized groups as they navigate STEM courses. We report a study about inclusive practices in course syllabi at a STEM institution by addressing whether they: (a) list instructors’ pronouns, (b) utilize readings and materials authored by women and gender minority scholars, and (c) contain inclusivity statements. We report and compare perspectives on these three aspects from two datasets: 163 syllabi analyzed based on a rubric that we developed and results from an undergraduate student survey, both from Worcester Polytechnic Institute. The two complementary datasets provide a way to benchmark whether there is a link between student and faculty perceptions of syllabi use and desired content. We find sharp differences between students’ expectations and actual syllabi content for all three of our topics of interest with students wanting inclusive practices at the forefront of course development regardless of subject and faculty lagging behind. We provide suggestions on how to incorporate inclusive practices in syllabi design and propose further questions to explore.

Appraising social class dimensions on learning motivation of Iranian students: Family studies and their status in focus Azar Bagheri

Educators have widely accepted motivation as an important factor influencing the success of the second/foreign language learning process. Among many factors affecting the language learners’ motivation, the role of families and their social class have been considered as the main variables of this study. The present study aimed to explore the effect of social class dimensions on learning motivation, focusing on Vygotsky and Gardner’s theories. More specifically, the study tried to investigate the impact of social class dimensions, i.e., parental job, income, and education level on English learning motivation of some high school students in Kerman, Iran. In doing so, 400 teenage students were selected based on the available sampling method. The data were collected through a related two-part questionnaire developed by Gardner (2006). The original English questionnaire was translated into Persian and the researchers checked the reliability and validity. The collected data were inserted to SPSS software version 24 for analyzing and interpreting. The results revealed the effect of social class dimension had a positive effect on Iranian EFL students’ motivation toward learning English. In other words, students who belonged to families with higher social class dimensions reflected higher motivation and desires to learn English than the ones who were in families with lower social class dimensions. Findings have some implications for language teachers and students and can improve teaching methods, curriculum development, and syllabus design.

CHALLENGES AND EXPECTATIONS IN DESCRIPTIVE PARAGRAPH WRITING: A CASE OF EFL FRESHMEN AT TRA VINH UNIVERSITY, VIETNAM

English is by far the most widely used and highly-demand language around the world. Therefore, learning English has become an integral part of the educational process. The ability to write effectively has turned out to be one of the vital skills among English language learners. However, individuals encounter various obstaclesin their writing under various personal and environmental contexts. The main purpose of this study is to explore the writing challenges faced by first-year students majoring in English studies, with a focus on descriptive paragraphs. The study collected data from 38 first-year English major students at Tra Vinh University, Vietnam through an online questionnaire, which was designed with the first part aimed to identify the factors that hinder students from completing descriptive paragraphs, while the latter part consisted of openended questions that allowed students to express their deeper thoughts and expectations towardslecturers for the development of their writing. The most noticeable results of the analysis indicate that creativity and similes appear to be the most influential factors in students’ writing performances. Besides, language-related elements rank as an integral part of the writing process as well. Based on the analysis of self-reported responses, the study ends with implications regarding lecturers’ instructional strategies, syllabus design, andstudent autonomy to address these challenges.

“I know this is good, but I am confused”: English teachers’ self-efficacy in implementing the Independent Curriculum

Several studies have been conducted to determine the implementation of the Independent Curriculum. However, the existing studies have not identified English teachers’ self-efficacy in implementing the curriculum. Therefore, the present research aims to investigate the English teachers’ self-efficacy in applying the Independent Curriculum in secondary schools in Indonesia. This study was a mixed method study using a questionnaire and focus group discussions with teachers in teacher support groups. The data was collected from 171 secondary school English teachers. The results show that most English teachers understand the freedom offered by the government to schools and teachers in the new curriculum. However, they have low self-efficacy in implementing the curriculum in the teaching-learning process. They do not have adequate knowledge of how to translate the learning objectives specified by the government into their own syllabi. They do not have sufficient understanding or ability to conduct a needs analysis and syllabus design as a prerequisite for implementing the curriculum. Our research suggests that the teachers need further support from the government and teacher trainers through in-person hands-on training and workshops on needs analysis, syllabus design, and materials selection and development to effectively implement the Independent Curriculum.