Bridging Local Roots and Global Goals: Expert Teachers’ Insights on ELT Curriculum Design and Policy in Nepal’s Higher Education

The quest for inclusive and contextually relevant English Language Teaching (ELT) curricula is a priority for higher education globally. This phenomenological study examines the lived experiences of expert teachers involved in ELT curriculum design and implementation policies in Nepal. Through unstructured interviews, participants revealed dissatisfaction with top-down curriculum processes, insufficient teacher involvement, and unclear guidelines. The study underscores challenges such as curricula heavily focused on global competitiveness, limited integration of local cultures and extracurricular activities, and inadequate support for technology driven courses. Key issues include balancing cultural relevance with global competency, resource constraints, and outdated infrastructure. Findings highlight the necessity of a context driven approach, involving educators in decision-making, comprehensive needs analyses, and innovative teaching and evaluation methods. These reforms are critical for transforming ELT curricula to address local needs while preparing students for global challenges. Insights from this study offer implications for similar EFL contexts worldwide seeking culturally rooted, globally adaptable educational policies.