Over the past decade, Indonesia has undergone significant changes in its higher education curriculum through three major policies: the Indonesian Qualification Frameworks (INQFs) and Outcome-Based Education (OBE) introduced in 2012, and the Merdeka Belajar (Freedom of Learning) policy launched in 2020. This study explores how university teachers have responded to these reforms. Using a qualitative approach, data were collected from 632 English university teachers across 34 various provinces through surveys, followed by in-depth interviews with 27 of them. The findings reveal that while most teachers recognise the potential of these policies to align Indonesia’s education system with international standards, they also find the curriculum reforms challenging to comprehend and implement in classroom practice. Teachers' responses are shaped by three key factors: operational constraints, pedagogical challenges, and cultural influences. This study highlights the support university teachers need to navigate the complexities of these curriculum changes effectively.