VOCATIONAL ENGLISH TEACHERS’ RESPONSES TO CURRICULUM MISALIGNMENT AND AI-SUPPORTED PEDAGOGY IN TOURISM EDUCATION

Abstract

This study explored the lived experiences of vocational English teachers addressing curriculum misalignment through technology-supported pedagogical practices in religious tourism education. Although Indonesia’s Kurikulum Merdeka offers greater flexibility and autonomy, its emphasis on General English may not fully address tourism industry communication demands. This study investigated how teachers adapt their instructional practices to address this discrepancy, identify the challenges, and strategies for connecting classroom learning with vocational requirements. Employing a phenomenological design, the study involved two English teachers from tourism-focused vocational schools in East Java. Data were collected through semi-structured in-depth interviews and analyzed using Creswell’s adaptation of the Stevick–Colaizzi–Keen phenomenological analysis approach. Four themes emerged: teachers’ perceptions of curriculum misalignment in religious tourism education, limited learning resources for tourism-specific English, adaptive pedagogical strategies through collaboration and technology integration, and reflections on institutional support and student motivation. The teachers reported developing their own instructional materials, collaborating with colleagues, and using digital learning platforms such as Quizizz and Kahoot to promote student engagement and support classroom activities. However, the findings do not establish whether AI-specific features were used or evaluated. Challenges included the absence of English for Specific Purposes (ESP)-oriented modules, insufficient institutional training, and limited opportunities for advanced technology integration. These findings suggest that greater attention to tourism-related communicative needs, accessible ESP learning resources, and context-sensitive teacher development may help align instruction with industry expectations. Given the small, context-specific sample, these findings offer preliminary insights rather than generalizable conclusions. Further research involving more teachers and institutions is needed to examine the potential contribution of AI-enabled tools to tourism-oriented English education.