REIMAGINING LANGUAGE CURRICULUM IN THE ERA OF GLOBAL COMPETENCE: INTEGRATING COMMUNICATIVE AND INTERCULTURAL APPROACHES IN 21ST-CENTURY EDUCATION

Abstract

In the 21st century, language education is undergoing a paradigm shift from grammar-based instruction to communicative and intercultural competence-oriented curricula. This study examines how the integration of global competence and communicative approaches reshapes the language curriculum in higher education. Using a qualitative descriptive approach, the research involved 10 curriculum developers and 20 language educators from universities in Indonesia, Singapore, and Australia. Data were collected through document analysis, semi-structured interviews, and classroom observations. The findings reveal that reimagining the language curriculum through global competence frameworks encourages active learning, cultural awareness, and critical communication skills. Teachers reported that integrating intercultural content and authentic communication tasks fostered learners’ confidence and global-mindedness. However, challenges such as curriculum rigidity, lack of digital resources, and teachers’ limited intercultural training were identified. The study concludes that curriculum transformation must be participatory, context-sensitive, and aligned with 21st-century learning goals to develop globally competent communicators.