Recovering Learning in EFL Classrooms: Kuwait Teachers’ Evaluations of an Educational Loss Compensation Program

This study evaluates Kuwait’s educational loss compensation program from EFL teachers’ perspectives, focusing on content appropriateness and program implementation. A 16‑item validated questionnaire (two domains: curricular fit of loss-recovery materials; general program design and delivery) was administered electronically to a national sample using a descriptive–analytical approach. Teachers rated the program’s overall effectiveness as high, citing strengths in targeted remediation and perceived learning gains. Implications include prioritizing teacher training on evidence-based remedial strategies, aligning materials with curricular progressions and language proficiency bands, and institutionalizing blended delivery through purposeful integration of educational technologies. Policy recommendations emphasize data-informed monitoring (diagnostic assessments, progress tracking), differentiated supports for diverse learner profiles, and continuous feedback loops between schools and the Ministry to iteratively improve learning recovery at scale.