EFL Curriculum and Pedagogical Practices as Drivers of Learner Competence, Emotional Well‐Being, Intercultural Sensitivity and Classroom Engagement

This study examined how curriculum orientation and pedagogical practices relate to communicative competence, emotional well‐being and intercultural sensitivity through the mediating role of classroom engagement in an English as a Foreign Language (EFL) context. Drawing on communicative language teaching, intercultural competence theory and positive psychology, the study proposed and tested a structural model that integrates institutional, instructional and psychological dimensions of language learning. Data were collected from 780 secondary‐level EFL learners using validated self‐report instruments. The data were analysed through structural equation modelling. The findings indicate that curriculum orientation significantly predicts pedagogical practices and student engagement. Pedagogical practices show direct positive effects on communicative competence, emotional well‐being and intercultural sensitivity. Classroom engagement partially mediates the relationships between instructional variables and learner outcomes. The results suggest that curriculum intentions influence learner development when they are enacted through interactive and collaborative teaching practices that foster sustained engagement. The study contributes to EFL research by offering an integrated model that connects curriculum design with multidimensional learner outcomes. It highlights the need for alignment among policy, pedagogy and learner experience in order to promote both linguistic and socio‐emotional development. Practical implications are discussed for curriculum planners, teacher educators and classroom practitioners.