Generally portrayed as a neutral framework, the Common European Framework of Reference for Languages (CEFR) is implemented in various contexts through unequal policy transfers that favour Global North perspectives. The CEFR has become a key policy tool for curriculum internationalisation worldwide, particularly in higher education institutions in the Global South that seek international recognition. This qualitative study uses a critical policy transfer and policy enactment approach to examine how lecturer agency influences CEFR-based curriculum internationalisation in Indonesian postgraduate English programs, especially those aiming for the C1/C2 level. Informed by Priestley, Biesta, and Robinson’s ecological model of agency, the analysis reveals that lecturers employ interpretive, adaptive, and transformative agency to counter deficit narratives, integrate global standards with local pedagogical principles, and redefine CEFR C1/C2 as a construct of contextual significance. Rather than implementing the CEFR as a fixed benchmark, lecturers act as epistemic and cultural brokers who reclaim curriculum internationalisation as a locally grounded pedagogical project. The study advances debates on the CEFR, policy transfer, and Global South internationalisation by foregrounding lecturer agency as a critical site where global language policies are negotiated, contested, and reworked.
Lestari et al. (2026) studied this question.