Challenges in the preparation of EFL students in faculties of education in Egypt

This study investigated the challenges faced by English as a foreign language (EFL) teacher trainees enrolled in Track 1 (elementary education, grades 1–3) and Track 3 (intermediate/preparatory education, grades 7–12) programs within Egyptian faculties of education. Employing a mixed-methods descriptive design, data were collected through classroom observations, student surveys, and semi-structured interviews to explore the multifaceted challenges encountered by these future educators, focusing specifically on the trainees' perspectives. The findings revealed significant difficulties related to language proficiency, particularly insufficient English language skills at program entry and ongoing struggles with specialized academic language. Participants also consistently reported challenges in cultivating cultural awareness relevant to diverse Egyptian classroom contexts, further compounded by a curriculum often perceived as theoretically heavy yet lacking sufficient practical application. The study emphasizes the critical need for comprehensive curriculum reform in Egyptian EFL teacher training programs. Such reforms should prioritize interdisciplinary approaches, improved teaching methodologies, enhanced development of cultural competence, and address the need for adequate resources for professional development. A holistic pedagogical approach that incorporates the direct voices of trainees is recommended to better prepare future EFL teachers for the complexities of their profession. • EFL students in Egypt face challenges in teacher training. • Track 1 & 2 programs prepare teachers for different levels. • Insufficient English & lack of practical skills hinder success. • Curriculum needs focus on cultural integration & skills. • Reform & enhanced training are crucial for effective teachers.