Evaluating the English for Palestine Curriculum in Light of ‎Curriculum Organizational Constructions from the ‎Perspectives of Curriculum Developers ‏

This study aimed to evaluate the English for Palestine curriculum in light of curriculum Organizational Constructions from the perspectives of curriculum developers in Palestine. The researcher adopted the qualitative methodology to analyze data collected through semi-structured interviews conducted with six key stakeholders involved in the development of the Palestinian English curriculum. The MAXQDA software was employed to identify codes, categories, and themes. The findings revealed that the curriculum aligns with several organizational frameworks, including activity-based, cultural relevance, communicative competence, experimental, game-based, integrated skills, international standards, spiral, task-based, and student-centred organizations. The researcher recommended enhancing inclusivity in the curriculum, updating pedagogical guidance in the Teacher’s guide, and establishing a regular system for curriculum review and feedback to ensure continuous improvement aligned with modern curriculum construction frameworks. Additionally, the researcher emphasized the importance of modifying the curriculum in light of modern technology to ensure its alignment with contemporary teaching and learning requirements.