Teacher agency and curriculum adaptation in policy negotiation among English language teachers in Saudi higher education

Abstract This study investigates how English language teachers in Saudi higher education adapt the national English curriculum within a centralised policy framework. Drawing on qualitative data from an open-ended questionnaire completed by 62 purposively selected instructors of diverse backgrounds, teaching experience, and academic ranks, the research examines the pedagogical, contextual, and ideological factors that influence curriculum adaptation and the implications for teacher agency and professional identity. Thematic analysis revealed that the participating teachers frequently modify instructional content to accommodate students’ proficiency levels, compensate for rigid pacing guides, and address material deemed linguistically or culturally inaccessible. Adaptations included simplifying tasks, supplementing textbook content, and reorganising lesson sequences, often framed not as defiance, but as professionally reasoned responses to instructional realities. The findings indicate that such adaptations are shaped by structural constraints, such as large class sizes, insufficient resources, and mixed-ability classrooms, as well as by teachers’ commitment to inclusive and effective language instruction. Participants reported that these practices enhanced students’ engagement and bolstered their confidence and sense of agency. The study offers empirically grounded insight into how English language teachers mediate between prescriptive policy and local instructional demands through context-responsive adaptations. Rather than passive compliance, these actions represent informed pedagogical reasoning that shapes classroom practice and professional self-conception. The findings suggest the need for curriculum reform processes that incorporate teachers’ experiential knowledge and acknowledge the instructional work required to bridge the gap between policy and practice in centralised systems.