This paper investigates how the English language design in the Merdeka curriculum promotes students' independence to work. Emphasizing self-reflection and competency development based on individual interests, the Merdeka curriculum offers an alternative approach to education. Employing library research and curriculum development as the theoretical framework, this study analyzes relevant journals published within the last decade to address current issues and incorporate the latest theories. The findings highlight seven key steps for designing English language learning in the Merdeka curriculum: analyzing learning outcomes, conducting diagnostic assessments, developing teaching modules, understanding student characteristics, determining achievement levels, and implementing effective assessment practices. These steps encourage learner autonomy, a crucial factor for workplace independence. By fostering autonomy in English language learning, the Merdeka curriculum enhances graduates' employment prospects. The study emphasizes the role of teachers in facilitating independent work, providing institutional support, and adapting the curriculum to individual needs. Learning English prepares students for academic and professional success, increasing their employability, salary potential, and opportunities for advancement.