Has The Curriculum of English Language Teaching in Indonesia Evolved Over Seven Decades? A Systematic Literature Review

<ns3:p>English has historically played a crucial role in Indonesia’s educational framework, reflecting the country’s efforts to enhance communicative proficiency and international involvement. Since gaining independence in 1945, the English curriculum has experienced ongoing modification influenced by geopolitical changes, educational advancements, and global trends. Nonetheless, a thorough synthesis of its seven-decade evolution is still lacking. This study performs a systematic literature review (SLR) adhering to the PRISMA protocol to examine the evolution of English curriculum revisions in Indonesia from the very first character-based curriculum (1947) to the Merdeka curriculum (2022–present). Eighteen credible journal articles listed in Scopus and Google Scholar, published between 2013 and 2025, were thematically evaluated to discern historical, pedagogical, and reflective characteristics. Three principal trends were found: (1) the historical shift from character-based to competency-based frameworks, (2) the pedagogical transition from teacher-centered to communicative and student-centered methodologies, and (3) the growing significance of teacher reflection and agency in fostering curriculum innovation. The findings indicate that Indonesia’s English curriculum has developed dynamically rather than linearly, shaped by national policy objectives, global standards, and classroom conditions. The study provides a longitudinal perspective for policymakers and educators aiming to develop curricula that are culturally relevant and internationally responsive.</ns3:p>