Conflict, Disruption, and Resilience in English Education Policy in Indonesia: A Systematic Literature Synthesis

This study synthesizes 19 empirical articles and a literature review on conflict, disruption, and resilience in English as a foreign language education in Indonesia. Raw data were obtained from the Elicit platform and analyzed using the systematic literature review method with the PRISMA framework. Identification was carried out on four types of gaps (implementation, contextual, theoretical, methodological), five novelty categories (emergency technology adaptation, multidimensional re-silience, integration of local values, criticism of native-speakerism, reframing skills in the AI era), three levels of policy implications (micro, meso, macro), and five dominant recommendations. The common thread found is the concept of adap-tive-ecosystem resilience, which emphasizes the interaction between teacher agency, community support, infrastructure, and learning from disruption. The EFL-RESILIENCY Framework is proposed as an operational policy instrument. These findings confirm that resilient EFL policies cannot be achieved through homogeneous standardization, but rather require systemic transformation that is responsive to local contexts and sustained disruption.