Evaluating the Effectiveness of Curriculum Reform Project for English Language Programmes in the Kurdistan Region of Iraq

Authors

DOI:

https://doi.org/10.14500/kujhss.v9n1y2026.pp607-623

Keywords:

Curriculum review, English programs, language proficiency, admission test, Pilot Project, Kurdistan Region

Abstract

The quality of English education in schools is directly influenced by the competence of teachers trained in English language undergraduate programmes at universities in the Kurdistan Region of Iraq (KRI). The current curricula in these departments do not adequately prepare graduates in terms of the needed pedagogical skills, professional qualities, and English language proficiency. The KRI Ministry of Higher Education and Scientific Research's Apparatus of Supervision and Quality Assurance, jointly with the British Council, launched a curriculum review project to address these issues. The project aimed to update the current English language programmes' structure and content to meet the target standards for English graduate teachers. This paper aims to assess the efficacy of the curriculum review project that was conducted as a pilot project at the Universities of Sulaimani, Duhok, and Garmian during 2024–2025. Two online surveys and semi-structured interviews were used to gather the data, which were then subjected to inductive thematic analysis, frequency distributions, and descriptive statistics. The results show that although staff and students agree that curriculum reform is necessary, it is restricted by a lack of funding and training, and an imbalance between theory and practice. Although the introduction of admission test was supported by staff and students, they favor improved administration.

Downloads

Download data is not yet available.

Author Biographies

Mohammed Ahmed, Apparatus of Supervision and Quality Assurance, Ministry of Higher Education and Scientific Research, Kurdistan Region, Iraq

Prof. Dr. Mohammed Hussein Ahmed Bapir is a senior academic and administrator with extensive experience in higher education and public service in the Kurdistan Region of Iraq. He began his career as an English teacher with the KRG Ministry of Education (2000–2004) and later served as Head of the English Departments at the Universities of Sulaimani and Garmian (2004–2015). He held positions as International Relations Officer at the Ministry of Higher Education and as a member of the Advisory Board for Martyrs and Anfal Affairs. Since May 2018, he has served as Director General and Head of the Apparatus of Supervision and Quality Assurance at the Ministry of Higher Education and Scientific Research. He holds a PhD in English Linguistics and Pragmatics and has published widely, with strong research interests in linguistics, pragmatics, human rights and genocide documentation.

Sameerah T. Saeed, Apparatus of Supervision and Quality Assurance, Ministry of Higher Education and Scientific Research, Kurdistan Region, Iraq

Sameerah T. Saeed is a PhD holder from Newcastle University, UK in Theoretical Linguistics. She works at the Quality Assurance and Accreditation office at the Ministry of Higher Education and Scientific Research, Kurdistan Region, Iraq. She acted as the Director of Quality Assurance at Tishk International University during 2017-2021. She is the founder of Excelia Center for Personal and Professional Development. Her research interests include issues of higher education, quality assurance, universities ranking, theoretical linguistics, syntactic-semantic analysis of various grammatical categories, linguistic typology, innovation in learning, service-learning, and refugees access to higher education. Dr Saeed is part of several joint projects, and the author of several articles published in international journals related to these topics.

Abas M. Salih , English Language Department, College of Education, University of Garmian, Kurdistan Region, Iraq

Abas Mohammed Salih Kareem is a lecturer and the head of English Department, College of Education, University of Garmian. He has a BA degree in English language and literature, MA degree in Applied Linguistics, PhD degree in Applied Linguistics.

Lureen I. Naser, English Language Department, College of Education, University of Duhok, Kurdistan Region, Iraq

Dr. Lureen Ibrahim Naser is an Assistant Professor of Linguistics and Applied Linguistics at the University of Duhok, College of Education. She holds a PhD in Applied Linguistics and has an extensive publication record in acoustic phonetics, interlanguage phonology, and voice onset time across Kurdish and English. Her research focuses on speech sound analysis, experimental phonetics, speaker variation, and second language acquisition. With over a decade of teaching experience, she has taught core linguistics and skills-based courses and is committed to student-centered active learning. She also supervises postgraduate research on English language learning, intercultural competence, and educational applications of linguistics.

Saeed A. Atiya, English Language Department, College of Education, University of Duhok, Kurdistan Region, Iraq

Saeed A. Atiya is an Assistant Professor of Applied Linguistics at the University of Duhok. He holds a BA in English Language, an MA in English Language and Linguistics from the University of Mosul, and a PhD in Applied Linguistics from the College of Languages, University of Duhok. He has served as an Assistant Lecturer, Lecturer, and visiting lecturer at several colleges in Akre, Amedi, and Zakho.
His research interests include applied linguistics, interlanguage pragmatics, speech act performance, pragmatic competence in English language teaching, and technology-mediated instruction, with particular emphasis on Kurdish EFL learners and cross-cultural communication.

Tazhan K. Omer, English Language Department, College of Basic Education, University of Sulaimani, Kurdistan Region, Iraq

My name is Tazhan Kamal Omer. I have a Ph.D. in ELT and specialized in curriculum design, planning, and development. I currently work as a lecturer at the English Department, College of Basic Education, University of Sulaimani. Note: please check the spelling of my surname: it is Omer not Omar

Fatimah R. Hasan, English Language Department, College of Languages, University of Salahaddin University-Erbil, Kurdistan Region, Iraq

Prof. Fatimah Al Bajalani has over 45 years of experience teaching English at leading Iraqi universities, including the Universities of Baghdad, Sulaimani, Koya, Charmo, Duhok, the University of Kurdistan-Hawler, and Salahaddin University–Erbil. Throughout her career, she has taught, supervised, and examined numerous BA, MA, and PhD students.
She has published 60 research papers, 4 books, and several articles, and has participated in more than 60 conferences inside and outside Iraq. Prof. Al Bajalani has also conducted training workshops for various ministries and universities across the Kurdistan Region of Iraq.
She secured funding from IREX to develop an Academic Debate and Critical Thinking module. She also led the curriculum development partnership between the Ministry of Higher Education and Appalachian State University from 2008 to 2017.

Hawkar R. Arab, Apparatus of Supervision and Quality Assurance, Ministry of Higher Education and Scientific Research, Kurdistan Region, Iraq

Assist. Prof. Dr. Hawkar Rashid Arab holds a PhD in Business Administration, an MA in Business Administration, and a BA in Translation, and was promoted to Assistant Professor in 2024. Currently, he is the Director of Quality Assurance and Accreditation at the Ministry of Higher Education and Scientific Research in the Kurdistan Region of Iraq, where he has led national quality assurance, accreditation, and Bologna Process initiatives since 2018. He has actively contributed to international higher education reform projects supported by the European Union, UNESCO, British Council, World Bank, and Erasmus+. He has taught a wide range of business and management courses. His research focuses on organizational justice, innovation management, corporate social responsibility, digital transformation, and quality assurance.

References

Aksu, H. H. (2009). Questionnaires and Interviews in Educational Researches. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(1), 201–216. Retrieved from http://www.ajindex.com

Amin, M. Y. M. (2017). An overview of English language teaching methods and curriculum reform in Iraq. Journal of University of Human Development, 3(1), 578-584. https://doi.org/10.21928/juhd.v3n1y2017.pp578-584

Bachman, L. F., & Palmer, A. S. (2010). Language Assessment in Practice: Developing Language Assessments and Justifying Their Use in the Real World. Oxford: Oxford University Press.

Borg, S., & Capstick, T. (2022, February). Iraq – Understanding English language teaching and learning. British Council. Unpublished internal document.

Borg, S. (2016). English Medium Instruction in Iraqi Kurdistan: Perspectives, practices and issues. British Council. https://www.teachingenglish.org.uk/publications/case-studies-insights-and-research/english-medium-instruction-iraqi-kurdistan

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Bush, K. D., & Saltarelli, D. (2000). The two faces of education in ethnic conflict: Towards a peace-building education for children. UNICEF Innocenti Research Centre. https://www.unicef-irc.org/publications/269

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Johannesburg: Multilingual Matters LTD.

Canagarajah, A. S. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press.

Carlsson, C., & Beckley, A. L. (2012). Combining Register Data and Life History Interviews in Life Course Studies: Insights from the Stockholm Life Course Project. Social Science Research Network, 1–26. https://doi.org/10.2139/SSRN.2178581

Chen, W., and Hsieh, J. J. (2011). English language in Taiwan: An examination of its use in society and education in schools. In A. Feng (Ed.), English Language Education Across Greater China (pp. 70-94). Bristol: Multilingual Matters.

Crystal, D. (2003). English as a global language (2nd Edn.). Cambridge: Cambridge University Press.

Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.

Freeman, D. (2020). Arguing for a knowledge base in language teacher education, then (1988) and now (2018). Language Teaching Research. 24(1), 5–16. https://doi.org/10.1177/1362168818777534

Fullan, M. (2016). The New Meaning of Educational Change (5th Edn.). London: Teachers College Press.

Gal, S. (2002). A semiotics of the public/private distinction. Differences: A Journal of Feminist Cultural Studies, 13(1), 77–95. https://doi.org/10.1215/10407391-13-1-77

Galloway, N., & Rose, H. (2021). The global spread of English and global Englishes language teaching. In A. F. Selvi & B. Yazan (Eds.), Language Teacher Education for Global Englishes (pp. 11–19). London: Routledge.

Hampel, R., & Stickler, U. (2015). Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. London: Palgrave Macmillan.

Hassan, F. R. (2009). A Proposed project for improving teaching curriculum and methodology at the university level. Journal of Koya University, 13, 103-124.

Hassan, F. R., & Ghafor, O. F. (2014). Assessing the Suitability of “Sunrise” Programme to the Kurdish Learners of the Seventh Basic Grade in the Schools of Erbil City. Journal of Teaching and Education, 3(3), 469-482.

Hu, G. (2005). Reforms of Basic English-Language Education in China: An Overview. International Journal of Educational Reform, 14(2), 140–165. https://doi.org/10.1177/105678790501400202

Hu, G., & McKay, S. L. (2012). English language education in East Asia: Some recent developments. Journal of Multilingual and Multicultural Development, 33(4), 345–362. https://doi.org/10.1080/01434632.2012.661434

Jippes, M., Driessen, E. W., Broers, N. J., Majoor, G. D., Gijselaers, W. H., & van der Vleuten, C. P. (2013). Impact of national context and culture on curriculum change: A case study. Medical Teacher.

Kim, Y. (2011). Current trends in ELT. JET (Journal of English Teaching), 1(1), 1–13. https://doi.org/10.33541/jet.v1i1.48

Kirkpatrick, A. (2011). Internationalization or Englishization: Medium of instruction in today's universities. Hong Kong: Center for Governance and Citizenship, Hong Kong Institute of Education.

Komar University of Science and Technology. (2019). The Bologna Process as a remedy to fix the higher education system in Kurdistan. https://komar.edu.iq/2019/faculty-en/bologna-process-remedy-fix-higher-education-system-kurdistan/

Kaplan, R. B., & Baldauf, R. B. (1997). Language planning from practice to theory. Clevedon: Multilingual Matters LTD.

Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. London: Routledge.

Novelli, M. (2011). Are we all soldiers now? The dangers of the securitisation of education and conflict. In K. Mundy & S. Dryden-Peterson (Eds.), Educating children in conflict zones: Research and practice for systemic change – A tribute to Jackie Kirk (pp. 49–65). Teachers College, Columbia University.

Omer, T. K. (2023a). Investigating English as a foreign language in planning, designing and developing curriculum at Kurdistan universities. Journal of Language Studies, 1(1), 1–25. https://jls.tu.edu.iq/index.php/JLS/article/view/271

Omer, T. K. (2017). Evaluation of the English Language Teacher Education Program at the University of Sulaimani [Unpublished Master thesis]. Eastern Mediterranean University EMU-Doğu Akdeniz Üniversitesi.

Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge: Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd Edn.). Cambridge: Cambridge University Press.

Selvi, A.F., Galloway, N., & Rose, H. (2023). Teaching English as an International Language. Cambridge: Cambridge University Press

Sharif, B. R. (2013). Teachers' attitudes towards the new English curriculum in the Kurdistan Region of Iraq. https://brwasharif.blogspot.com/2013/02/teachers-attitudes-towards-new-english.html

Spolsky, B. (2004). Language policy. Cambridge: Cambridge University Press.

Stabback, P. (2016). What makes a quality curriculum? Current and Critical Issues in Curriculum and Learning, No. 2. UNESCO International Bureau of Education (IBE), Geneva. Available at: http://unesdoc.unesco.org/images/0024/002439/243975e.pdf [Accessed 17 Aug. 2025].

Tollefson, J. W. (1991). Planning Language, Planning Inequality. New York: Longman.

UNESCO. (2019). Education as healing: Addressing the trauma of displacement through social and emotional learning. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000367812

Viriya, C. (2018) Using Task-Based Learning with Students of Academic English, Arab World English Journal (AWEJ), 9(4), 337–346. https://dx.doi.org/10.24093/awej/vol9no4.25

Wang, S., Lyu, J., & Pitt, M. (2024). Culture and Conflict Resolution in Cross-Cultural Projects: Insights from Questionnaires and Interviews, Journal of Intelligent Decision Making and Information Science, 1(1), 1–24. https://doi.org/10.59543/jidmis.v1i.11127

Yano, Y. (2001). World Englishes in 2000 and Beyond. World Englishes, 20(2), 119–132. https://doi.org/10.1111/1467-971X.00204

Downloads

Published

2026-06-09

How to Cite

Ahmed, M. (2026) “Evaluating the Effectiveness of Curriculum Reform Project for English Language Programmes in the Kurdistan Region of Iraq”, KOYA UNIVERSITY JOURNAL OF HUMANITIES AND SOCIAL SCIENCES, 9(1), pp. 607–623. doi: 10.14500/kujhss.v9n1y2026.pp607-623.

Issue

Vol. 9 No. 1 (2026): Issue Sixteenth

Section

Articles

License

Copyright (c) 2026 Mohammed Ahmed, Sameerah T. Saeed, Abas M. Salih , Kazhaw J. Abdullah, Lureen I. Naser, Saeed A. Atiya, Tazhan K. Omer, Kozhin O. Ismael, Fatimah R. Hasan, Hawkar R. Arab

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Similar Articles

<< < 27 28 29 30 31 32 33 34 35 36 > >> 

You may also start an advanced similarity search for this article.