EFL Teachers Understanding and Readiness for Deep Learning Approach (A Qualitative Insight of Indonesian Secondary School)

Abstract

This study aims to analyze the understanding and readiness of EFL Indonesian secondary school teachers in implementing Prof Mu’ti concept of deep learning, with three principles of mindful, meaningful and joyful learning. A descriptive qualitative design was employed, involving five English teachers from SMA in Manado. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis. The findings indicate that teachers show strong understanding to adopt Deep Learning; however, their readiness remains partial and fragmented. Teachers demonstrated limited conceptual understanding, meanwhile, mindful learning was often interpreted merely as student focus, meaningful learning was inconsistently practiced due to curriculum demands and reliance on textbooks, and joyful learning was mostly implemented through short games rather than strategies that support emotional and cognitive engagement. Furthermore, a clear gap emerged between teachers’ pedagogical beliefs and classroom practices, influenced by exam pressure, administrative workload, and a lack of professional development. The study highlights the need for a systematic need analysis to identify teachers’ actual challenges in understanding and applying deep learning principles. These findings provide important insights into the barriers teachers face and emphasize the necessity of institutional support and sustained professional learning to ensure effective deep learning integration in Indonesian secondary schools