The Role of English Literature in Teacher Preparation and Curriculum Development in Palestine: A Systematic Review

Teacher  preparation in Palestine operates within a complex educational landscape shaped by political constraints, limited resources, and increasing demands for inclusive and innovative pedagogy. This study systematically reviews 2020-2025 literature related to teacher education, inclusive practices, curriculum development, and the role of English literature in shaping effective teaching following PRISMA guidelines. Drawing on both Palestinian and international scholarship, the review synthesizes empirical and theoretical studies to identify key patterns, challenges, and gaps in current educational practices. The findings indicate that while teacher preparation programs emphasize subject knowledge and pedagogy, limited integration exists between inclusive education, curriculum innovation, and literature-based teaching approaches. Moreover, English and Palestinian literature emerges as underutilized yet powerful tools for enhancing critical thinking, cultural awareness, and reflective practice among teachers. By establishing these connections, the study provides a conceptual bridge between theory and practice, leading directly to a deeper interpretive discussion of the reviewed findings.

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The authors declare no conflict of interest.

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The datasets used in this study are openly available at [repository link] and the source code is available on GitHub at [GitHub link].

This work did not receive any external funding.