A comparative study of teachers’ and pre-service teachers’ beliefs on English urgency in Merdeka Curriculum primary schools

Abstract

The growing digital exposure of young learners and the developmental advantages of early language acquisition have intensified the perceived urgency of introducing English in Indonesian primary schools. In the context of the Merdeka Curriculum and the government’s 2027 mandate for English as a compulsory subject, questions remain regarding school readiness and the alignment of teacher competencies with policy expectations. This study aims to compare in-service and pre-service teachers’ beliefs about the urgency of English in primary education and to examine how these beliefs relate to policy implementation, professional readiness, and curriculum interpretation. Employing a qualitative descriptive design, the study involved ten participants —five in-service teachers and five pre-service teachers—who contributed through semi-structured interviews and reflective narratives. Thematic analysis produced three central themes. First, both groups strongly affirmed the urgency of early English learning, citing digital exposure, the “golden age” advantage, and prevention of future academic gaps. Second, while participants supported the 2027 compulsory-English policy, they expressed concerns about unequal readiness across urban–rural contexts, teacher shortages, and limited facilities. Third, teachers and pre-service teachers acknowledged gaps in professional readiness: teachers highlighted pedagogical challenges and facility limitations, whereas pre-service teachers reported limited confidence and insufficient TEYL preparation. Overall, this study underscores the need for strengthening teachers’ preparation, clearer curricular guidance, and equitable resource distribution to support the effective implementation of compulsory English in primary schools.