Sukarno, Sari Hidayati, Ihtiara Fitrianingsih, Dewi Nur Widiyati, Shabrina Yumna Azhra, Megan Jinabe, Fitriya Dessi Wulandari, Herwin Dyastuti, Kauna Karima, Adivta Yudha Tama, Nita Maghfiratul Jannah, Fadhl Mohammed Awadh Gharamah, Yasir A. Alsamiri
The ability of pre-service English teachers to create high-quality, contextually appropriate instructional materials is a critical component of effective pedagogy. This study provides a quantitative and analytical assessment of their proficiency in instructional design. By evaluating 28 material packages developed by pre-service teachers, this study identifies their strengths and remaining challenges in implementing modern pedagogical principles. A panel of ten subject experts evaluated the materials using a validated rubric assessing curriculum alignment, relevance, higher-order thinking skills (HOTS), and 21st-century skills. The results revealed variation in design competencies, with pre-service teachers performing best in foundational areas such as curriculum alignment (mean score 7.875) and pedagogy (mean scores for Suitability and 21st-century skills were 7.679 and 7.357, respectively). However, the study also found challenges in applying advanced pedagogical concepts, such as HOTS, Industry 4.0, and Society 5.0, with mean scores of 7.000, 7.000, and 6.964, respectively. These findings suggest an area for further strengthening in teacher education programs, particularly in supporting the integration of complex, abstract concepts like HOTS and contemporary pedagogical frameworks. Without sufficient preparation in these areas, pre-service teachers may find it challenging to apply these concepts effectively in their instructional practice. © The Authors 2026.
Universitas Negeri Yogyakarta, Jl. Colombo No.1, Karang Malang, Caturtunggal, Yogyakarta, 55281, Indonesia; Yafea University College, University of Lahej, Lahj Governorate, Yafea, Yemen; Islamic University of Madinah, Abo Bakr Al Siddiq, Al Jamiah, Madinah, 42351, Saudi Arabia
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