ELT policy in Indonesia’s national curriculum and educational inequality: A systematic literature review

Pedagogy: Journal of English Language Teaching

Sustaining Chinese Language Curriculum Reform in Tanzania: A Documentary Analysis of Policy Alignment, Teacher Support, Localisation, and Institutional Coordination

Chinese language education in Tanzania has moved from a small secondary-school initiative into a formal curriculum area extending from Standard III through ordinary and advanced secondary education to teacher education. This paper examines the documented conditions required to sustain that reform, focusing on policy alignment, teacher support, curriculum localisation and institutional coordination. A qualitative documentary analysis was conducted using 38 official and institutionally generated documents, including national policies and plans, general curricula, Chinese language syllabi, locally developed textbooks, cooperation and implementation records, examination formats and item-response reports. Peer-reviewed literature was used to interpret the documentary patterns. The Context, Input, Process and Product model guided coding and synthesis. The documents indicate that Tanzania has established a substantial policy and curriculum architecture for Chinese language education, including vertical curriculum expansion, local textbook production, teacher-education provisions and national assessment arrangements. They also reveal unresolved risks: the local teacher-preparation pathway is not yet fully operational, complete learner and teacher resource packages remain uneven, inter-agency coordination is episodic and assessment evidence is not demonstrably embedded in a routine curriculum-improvement cycle. Because the study analyses policy intentions and recorded arrangements rather than classroom enactment, its conclusions are framed cautiously. The paper proposes an indicative roadmap centred on local capacity, resource completion, coordinated monitoring and stronger use of assessment evidence. Long-term sustainability will depend on converting project-supported developments into routine, nationally owned curriculum-management processes.

Technology-Enhanced Language Education under the Belt and Road Initiative: A Qualitative Linguistic Analysis of English Teaching in Multicultural Classrooms

The study suggests an iterative pedagogical cycle and assessment model of the digital English teaching responsive to language and brings together language-policy studies in the context of BRI and technology-enhanced language learning and multilingual applied linguistics within one analytical frame.

ENGLISH-MEDIUM INSTRUCTION IN ASIAN EFL HIGHER EDUCATION: A SYSTEMATIC REVIEW OF POLICY TRENDS, IMPLEMENTATION CHALLENGES, AND ADAPTIVE STRATEGIES

The expansion of English Medium Instruction (EMI) across Asian higher education has intensified post-pandemic, yet a comprehensive understanding of its implementation landscape remains limited. Following PRISMA 2020 guidelines, this systematic review synthesizes 15 empirical studies (2015–2025) from four academic databases to explore implementation trends, stakeholder challenges, and adaptation strategies in Asian EFL contexts. Frequency analysis revealed that linguistic difficulties were a primary barrier in 87% of the studies, pedagogical inconsistency in 60%, and language anxiety affected 53% of the combined participants. Thematic synthesis identified three core dimensions: top-down policies generating macro-micro gaps and institutional stratification; multidimensional linguistic and psychological barriers impacting engagement; and emergent adaptive strategies, including translanguaging, bilingual professional learning communities, and learner metacognition. These findings highlight that EMI is a complex educational ecosystem rather than a mere linguistic shift. This review offers a structured, geographically scoped framework for policymakers, institutions, and future researchers to improve EMI quality and equity in the region.

Nigeria Digital Economy Policy Reform in Education: A Qualitative Analysis of Equity, Access, and Learning Disparities

Background and Aims: Nigeria's National Digital Economy Policy for Development (NDEPD) 2020–2030 positions digital literacy as a strategic driver of educational transformation and national development. However, persistent inequalities in infrastructure, digital access, and institutional capacity continue to impede equitable implementation, particularly for marginalized populations. This study examines the extent to which the NDEPD promotes equitable access, educational inclusion, and learning opportunities, while assessing the institutional and financial feasibility of its implementation across Nigeria's decentralized education system. Methodology: A qualitative policy document review was conducted using Braun and Clarke's six-phase thematic analysis framework. Evidence was synthesized from national policy documents, government statistics, peer-reviewed literature, and reports from international organizations and civil society. Source selection followed a PRISMA-ScR-informed screening process, while Digital Divide Theory and the Capability Approach provided the analytical framework for interpreting patterns of access, use, and educational outcomes. Results: The findings indicate that although the NDEPD provides a comprehensive policy vision, implementation remains constrained by inadequate digital infrastructure, limited internet connectivity, insufficient ICT teacher preparation, fragmented institutional coordination, and persistent gender, disability, rural–urban, and socioeconomic disparities. These structural barriers prevent equitable participation in digital learning and disproportionately exclude vulnerable learners from the intended benefits of digital education reform. The analysis further demonstrates that teacher capacity development and sustainable governance mechanisms are more critical to educational outcomes than technology provision alone. Conclusion: The study concludes that achieving equitable digital transformation in Nigerian education requires a shift from infrastructure-centred implementation toward an equity-driven strategy prioritizing teacher professional development, inclusive policy design, coordinated governance, and sustained public investment. Without these reforms, the NDEPD is unlikely to achieve its objective of delivering inclusive and high-quality digital education nationwide.

Multilingualism, Language Policy, and ELT in Karnataka Higher Education: A Qualitative Document Analysis

This study explores the relationship among multilingualism, language policy, and English Language Teaching (ELT) practices within a wide context of the higher educational system in Karnataka. This paper mainly focuses on the gap that exists between multilingual educational policies and their actual implementations on the ground. Drawing upon India’s National Education Policy (NEP 2020), university curriculum frameworks, policy documents, and selected ELT materials, the research investigates how multilingualism is represented, negotiated, and institutionalized in contemporary academic discourse. Adopting a qualitative research framework, such as document analysis and thematic analysis, the study explores the institutional importance and placement of English alongside regional languages like Kannada in the Karnataka context in higher education. The research is informed by theories of Global Englishes and multilingual pedagogies, particularly the works of Kachru (1992) and García and Wei (2014). This paper’s objective is to contribute to current discussions on language policy, multilingual communication, and present ELT practices in Karnataka, at the same time bringing out the tensions between global English and local and regional linguistic identities.