Reimagining Curriculum Impact in Postgraduate English Language Education: A Qualitative Study in Southeast Asia

Dan Mangoki; Nirmalasari Nirmalasari

doi:10.35445/alishlah.v18i2.8977

Reimagining Curriculum Impact in Postgraduate English Language Education: A Qualitative Study in Southeast Asia

Dan Mangoki, Nirmalasari Nirmalasari

Abstract

Postgraduate English Language Education (ELE) programs are increasingly expected to prepare graduates who are not only linguistically proficient but also pedagogically innovative, critically reflective, and socially responsive. Despite growing interest in curriculum innovation, limited empirical research has examined how impact-oriented curricula are implemented and experienced in postgraduate ELE, particularly within Southeast Asian contexts. This study aimed to explore the characteristics of an impactful curriculum and develop a context-responsive framework for postgraduate ELE.This qualitative descriptive case study was conducted at two Indonesian universities offering Master’s programs in English Language Education. Twenty participants, comprising 15 postgraduate students and 5 university lecturers, were purposively selected. Data were collected through semi-structured interviews, reflective journals, and document analysis and analyzed using Braun and Clarke’s thematic analysis with source triangulation to enhance trustworthiness.Three major themes emerged: transformative reflection and professional identity development, experiential integration of theory, practice, and community engagement, and institutional barriers that constrain sustainable curriculum impact. The findings indicate that meaningful curriculum impact is achieved through the interaction of reflective learning, authentic community experiences, and supportive institutional structures. Based on these findings, a context-responsive Five-Dimension Impact Model was developed, integrating transformative reflection, experiential learning, postmethod adaptability, constructivist co-creation, and institutional alignment.The study demonstrates that curriculum impact extends beyond curriculum content to encompass coherent interactions among pedagogy, assessment, institutional support, and community engagement. The proposed model contributes to curriculum theory and postgraduate teacher education by providing a practical framework for designing transformative and socially responsive English language education programs within Southeast Asian higher education contexts.

Keywords

curriculum innovation; transformative learning; postgraduate education; service-learning; teacher education

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DOI: https://doi.org/10.35445/alishlah.v18i2.8977