Contemporary education systems are increasingly challenged to prepare learners for uncertain futures shaped by sustainability concerns, rapid social change, and evolving labor market demands. These challenges call for curriculum designs that move beyond linear planning toward flexible, coherent, and context-responsive frameworks. This paper presents a theoretically grounded curriculum design case of an English language unit developed through Wheeler’s cyclical model and framed by a green and resilient learning perspective, with leadership and responsible decision-making positioned as explicit learning outcomes. Wheeler’s cyclical model conceptualizes curriculum as an iterative process in which aims, learning experiences, content organization, and evaluation are dynamically interconnected through continuous feedback. Building on this framework, the unit integrates principles of Education for Sustainable Development (ESD) and future-ready competencies by embedding sustainability themes, learner agency, and leadership practices within authentic language learning experiences. The design is informed by social constructivist theory and operationalized through task-based and problem-based learning approaches, enabling learners to engage with real-world issues, negotiate meaning, and justify decisions using English as a communicative tool. Adopting a design-based analytical approach, the paper demonstrates how the unit’s objectives, learning experiences, content, and assessment are cyclically aligned to promote curriculum coherence, adaptability, and relevance. Evaluation is treated as a formative mechanism that informs continuous refinement rather than a terminal stage. The study offers a transferable curriculum design framework illustrating how green and resilient learning, leadership development, and language education can be coherently integrated within a cyclical curriculum model, with implications for curriculum designers, teacher educators, and educational systems.

Authors:
Maysa Junaydi/ Salayma, Palestine Polytechnic University, Jordan

About the Presenter(s)
Maysa al-JunaydiSalayma is a Lecturer in Linguistics and Translation at Palestine Polytechnic University. She holds a BA in English From Bethlehem University and an MA in Translation and Interpreting, and is currently a second-year PhD student in

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