Systematic Literature Review of Factors Contributing the Difficulties of English Teachers in Developing Teaching Modules in Merdeka Curriculum

Abstract

This research examines the challenges faced by English teachers in Indonesia in developing teaching modules under the Merdeka Curriculum, which was launched in 2022 to promote student-centered, flexible, and competency-based learning. Using a Systematic Literature Review (SLR) approach, sixteen journal articles published between 2022 and 2025 were analyzed through the PRISMA framework and thematic analysis with Atlas.ti. The findings indicate that teachers' difficulties stem from both internal and external factors. Internal barriers include limited understanding of the Merdeka Curriculum, low confidence, restricted English and digital literacy, and heavy workloads. External constraints involve inadequate facilities, limited resources, insufficient training and professional development, heterogeneous student backgrounds, and the absence of authoritative exemplar modules. These challenges suggest that the successful implementation of the Merdeka Curriculum requires not only enhancing teachers' pedagogical and technological competence but also strengthening systemic support through infrastructure, training, and policy alignment. The study contributes to the growing body of literature on curriculum reform in Indonesia and highlights the need for holistic interventions that empower teachers to translate curriculum principles into effective classroom practices.