Curriculum Relevance In Interdisciplinary Programs: Perspectives From English–business Students At M’sila University

Abstract

The introduction of a double major in English and Business at M’sila University represents a significant innovation in Algerian higher education, intended to equip students with interdisciplinary skills aligned with global market demands. However, this promising initiative currently lacks a dedicated English curriculum designed to the specific needs of learners oriented to business studies. Instead, students are required to follow a traditional English program designed for language majors, which raises questions about its relevance, practicality, and effectiveness in preparing students for real-world professional contexts. Drawing on the theoretical frameworks of English for Specific Purposes (ESP) and Content and Language Integrated Learning (CLIL), this study investigates students’ perceptions of the English element within the double major, focusing on its integration with business studies and its contribution to career readiness. Using a mixed-methods approach, data were collected through a questionnaire administered to first and second year students enrolled in the program during the 2024–2025 academic year. Findings reveal widespread dissatisfaction, with students consistently reporting a lack of connection between course content and their professional aspirations. Modules such as literature and civilization were seen as academically interesting but professionally irrelevant, while students expressed a clear need for practical instruction in business communication, professional writing, and workplace interaction. In light of these results, the study proposes targeted reforms to enhance the curriculum’s relevance and impact.The study highlights the need for curriculum redesign grounded in needs analysis, integration of content-based instruction, and collaboration between English and Business faculties to enhance the program’s relevance and employability outcomes.