Monitoring the national foreign language curriculum (2018-2020): analysis of survey responses and formulation of recommendations for reform

Abstract

This study presents the empirical phase of a national research project on monitoring the implementation of the Foreign Language Curriculum (2018-2020) in the education system of the Republic of Moldova. The research is based on previously developed conceptual and methodological frameworks, including the use of an electronic monitoring registry, and analyses how curriculum provisions are perceived and applied in educational practice. This article presents and synthesizes data already collected by another effective and strategic tool - the Questionnaire - addressed to school administrators, teachers, parents, and students. The analysis focuses on the implemented curriculum, the degree of alignment between the designed curriculum and the applied curriculum, as well as the difficulties encountered in the teaching process. The accumulated results highlight both areas of conceptual coherence and significant discrepancies between the prescribed curriculum design and the "lived" educational reality, underscoring the role of empirical feedback and digital tools in formulating reform recommendations, and informing educational decisions.