B. Yuniar Diyanti, Subhan Zein
This chapter explores curriculum and materials development in English language education in Indonesia amidst recent curricular changes and the transition to pluricentric English. It addresses a research gap by examining how these elements are shifting from being viewed as fixed products to dynamic processes. Unlike earlier studies focusing on specific aspects, this chapter integrates various perspectives to provide a comprehensive overview. The chapter argues for greater teacher autonomy in designing curricula and developing materials, aligned with the Emancipated Curriculum. Teachers are encouraged to actively shape the curriculum through pedagogy and classroom practices. Additionally, it emphasizes the importance of including students’ voices to balance the traditionally teacher-centric approach, promoting a more collaborative and inclusive process in Indonesia’s multilingual education context. The chapter begins with a literature review on the relationship between curriculum and materials development, followed by an analysis of current research trends. It concludes by offering recommendations for future studies to support a participatory approach to curriculum and materials development in English language education. These insights aim to encourage a shift towards more flexible, inclusive, and context-responsive practices that align with the evolving demands of a pluricentric English landscape in Indonesia. © 2026 selection and editorial matter, Subhan Zein and Fuad Abdul Hamied; individual chapters, the contributors.
English Education Department, Universitas Negeri Yogyakarta, Indonesia; Sunway University, Malaysia; Centre for Higher Education Research, Malaysia; Universitas Pendidikan Indonesia (UPI), Indonesia
