Is It A New Path? Or A New Problem?: An Explorative Study Of Deep Learning In Indonesian EFL Secondary Classroom

Abstract

This exploratory study investigates the understanding and implementation of deep learning based on three core principles mindful, meaningful, and joyful learning in EFL classrooms at secondary schools in Manado, North Sulawesi. Through in-depth online interviews and focus group discussions with four English teachers across two schools, the research uncovers varying levels of conceptual awareness and practical application of these principles. Findings reveal that while teachers acknowledge the pedagogical value of fostering student mindful, meaningful, and joyful in learning, they face substantial challenges related to limited instructional time, rigid curriculum demands, and classroom management constraints. Opportunities emerge in the form of integrating collaborative activities and digital technologies that enhance student engagement and contextualize learning to real-life situations. The study identifies a significant gap between educators’ aspirations for deep learning and systemic barriers in school settings. It highlights the crucial role of teacher preparedness, institutional support, and policy flexibility to facilitate sustainable implementation. Future research is recommended to include student perspectives and longitudinal assessments to better understand the impact and scalability of deep learning pedagogies in diverse educational contexts.