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Systematic review examines curriculum evolution in domain-specific communication, suggesting new teaching strategies and technology integration.
This systematic review investigates how language curriculum design is evolving to address the increasing need for domain‑specific communication skills in education and professional practice. It examines the question of how educational systems worldwide adapt curriculum frameworks to meet contextual and disciplinary requirements while maintaining linguistic accuracy and pedagogical quality. The study also highlights the significance of this shift in enhancing equity, relevance, and global competitiveness in language for specific purposes education. Guided by the Preferred Reporting Items for Systematic Reviews and Meta‑Analyses protocol, 24 peer‑reviewed articles published between 2021 and 2025 were systematically retrieved from Scopus, Web of Science, and the Education Resources Information Center databases. Thematic synthesis of the selected studies identified three major trends: the contextual localisation of curriculum models and frameworks, the adoption of learner‑centred teaching strategies to strengthen skill transfer, and the integration of technology and contextual awareness in curriculum delivery. These findings point to a global movement toward flexible and interdisciplinary approaches in language curriculum development. The review concludes with recommendations for policymakers and educators to align teacher preparation and technological infrastructure with international benchmarks while addressing local learning priorities
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Sapawi et al. (2025) studied this question.
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