Abstract

This study explores the English language curricula of Indonesia, Brunei Darussalam, and Turkey, focusing on their educational policies, objectives, and pedagogical approaches within the context of globalization. The research examines the national curricula, specifically Indonesia's Kurikulum Merdeka, Brunei’s SPN21 system, and Turkey's reforms post-2013, with particular emphasis on their alignment with international language education standards. Through a comparative analysis, the study highlights both the similarities and differences in curriculum design, teacher training, assessment strategies, and integration of local culture. The findings reveal that while all three countries aim to develop communicative language proficiency, the methods and frameworks they adopt vary, reflecting local educational values and socio-cultural contexts. The study concludes with recommendations for enhancing curriculum alignment with global standards, improving teacher professional development, and addressing regional disparities in English language education. The research contributes to a deeper understanding of how English is taught in these countries and offers insights for future curriculum reforms and international educational cooperation.

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