This study compared English language teacher education (ELTE) curricula at Indonesian and European universities. The objectives were to examine ELTE curriculum alignment at five European universities and one Indonesian university using the European Centre for Modern Languages (ECML) Framework of Teacher Competences for Languages in Education developed by Bleichenbacher et al. (2019) . Six undergraduate curricula were systematically coded against eight ECML competence dimensions using qualitative comparative document analysis. The results revealed that while all programs emphasized teaching and linguistic competences, European curricula exhibited broader coverage of intercultural awareness, cooperation, and professional learning opportunities. The Universitas Pendidikan Indonesia curriculum demonstrates a strong focus on language proficiency and pedagogy but pays limited attention to interculturality, digital literacy, and continuous professional development. These findings emphasize the importance of adapting European models to local contexts rather than directly adopting them. Recommendations include embedding intercultural communication modules, integrating digital pedagogy, and institutionalizing collaborative practicum partnerships. This study recommends aligning Indonesian ELTE curricula with global competence standards while maintaining responsiveness to local educational realities to strengthen teacher professionalism and instructional quality. The results provide an empirical foundation for improving language educators’ teaching skills by offering a knowledge-based framework for integrating teaching competences across both Indonesian and European contexts.
Herland Franley Manalu (Fri,) studied this question.