Developing an EPG-Standardized Problem-Based Learning Model to Enhance Pedagogical Competence among Pre-Service English Teachers: A Needs Analysis in Indonesian Higher Education

Abstract

Pedagogical competence is a core requirement in English language teacher education because pre-service teachers must be able to transform disciplinary knowledge into teachable, assessable, and context-sensitive classroom practice. This study reports a needs analysis for developing a learning model that integrates the European Profiling Grid (EPG) and Problem-Based Learning (PBL) to strengthen pedagogical competence among pre-service English teachers in Indonesian higher education. A descriptive quantitative survey design was used. Data were collected from 8 lecturers from 4 English Education study programs and 91 students from 2 English Education study programs. The lecturer questionnaire consisted of 35 items across five dimensions: pedagogical competence needs, EPG-based competence mapping, PBL-based pedagogical learning, EPG-PBL integration, and implementation readiness. The student questionnaire consisted of 20 items across three dimensions: pedagogical competence needs, perceptions of EPG-standardized learning, and perceptions of PBL. Responses used a five-point Likert scale. The findings show strong perceived need from lecturers, with 95.71% of responses in the agree or strongly agree categories and an estimated weighted mean of 4.62. Students also reported high need, with 89.20% agreement and an estimated weighted mean of 4.33. The strongest lecturer support appeared in the integration of EPG and PBL, while students placed high value on structured learning environments, feedback, classroom management, lesson planning, and reflective problem-solving. The study concludes that an EPG-standardized PBL model is empirically justified as a competence-based, reflective, and practice-oriented design for English teacher education.