Abstract :

This study investigates the readiness of EFL teachers in Toraja, a geographically remote region of South Sulawesi, Indonesia, to implement the Deep Learning approach within Indonesia’s Merdeka Curriculum, and examines the systemic, pedagogical, student-related, and infrastructural challenges they encounter during implementation.A sequential explanatory mixed-methods design was employed, involving six purposively selected junior secondary school EFL teachers. Quantitative data were collected through a validated 20-item questionnaire measuring four readiness dimensions (pedagogical, technological, psychological, and institutional) on a five-point Likert scale, analyzed using descriptive statistics. Qualitative data were gathered through in-depth semi-structured interviews and analyzed using reflexive thematic analysis within Miles and Huberman’s interactive framework. Quantitative results revealed Very High overall teacher readiness (M = 4.28, SD = 0.470), with pedagogical and psychological readiness achieving Very High categorization (M = 4.40 each) and technological and institutional readiness achieving High categorization (M = 4.20 and 4.13 respectively). Four of six teachers (66.7%) were classified as Very High readiness. However, qualitative analysis identified four major challenge themes that systematically constrain implementation: (1) systemic institutional constraints inadequate sporadic professional development, rigid curriculum structures, and heavy administrative burden; (2) pedagogical instructional difficulties severe time constraints, challenges implementing inquiry and reflection phases, and authentic assessment design gaps; (3) student-related barriers uneven readiness, limited EFL vocabulary, passive learning habits, and cultural deference norms; and (4) infrastructure and technological limitations limited shared devices, unstable internet, and forced pedagogical regression reducing deep learning quality by up to 50%. This study reveals a critical readiness-reality gap: teachers demonstrate high internal readiness, yet face substantial external constraints that systematically undermine implementation quality. The findings contribute evidence-based insights to the emerging literature on Deep Learning implementation in under-resourced Indonesian EFL contexts and offer targeted recommendations for teachers, school leaders, district authorities, and national policymakers to achieve sustainable implementation in Toraja and comparable remote regions.​

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Keywords :

Deep learning, EFL teacher readiness, implementation challenges, Indonesia, Merdeka Curriculum; remote education, mixed methods, Toraja

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