Perspectives of Instructors on Curriculum Innovation: An Attempt to Strengthen English Language Teaching in Iraqi Universities
DOI:
https://doi.org/10.25130/Lang.9.2.P2.11Keywords:
Curriculum Innovation, Educational Reform, English Teaching, Instructor Perspectives, Iraqi UniversitiesAbstract
This study explores the perspectives of Iraqi university instructors on curriculum innovation in English language teaching. It emphasizes the urgent need to reform outdated English curricula, which are often grammar-focused and misaligned with students' academic and professional needs. The research underscores that incorporating modern teaching strategies—such as project-based learning, collaborative learning, and technology integration—can significantly enhance student engagement and language proficiency. Instructors play a central role in identifying gaps in current curricula and proposing effective solutions. Their involvement in curriculum development is essential, given their first-hand experience with students’ challenges. The study also addresses systemic barriers such as resistance to change, bureaucratic hurdles, lack of resources, and insufficient teacher training, all of which impede curriculum modernization.
Moreover, the paper highlights students’ acceptance of curriculum changes as a key success factor. It finds that involving students in curriculum design, clearly communicating change benefits, and offering continuous academic support foster greater acceptance and engagement. The research concludes with recommendations including adopting technology-enhanced learning tools, shifting towards skill-based instruction, and aligning curricula with labor market demands. Overall, this study advocates for a participatory and responsive approach to curriculum innovation that includes both instructors and students, aiming to improve English education quality and prepare students for real-world communication and job requirements.
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