The ecological dynamics of content-based instruction in English for Islamic economics
A multiple-case study of teacher perspectives in Indonesian Islamic higher education
Bibliographic Data
| ID | 22165472 |
|---|---|
| Authors | Zulkifli Surahmat (State University of Makassar), Muhammad Basri (0000-0002-9366-7992, State University of Makassar, corresponding author), Abdul Halim (0000-0002-9821-2655, State University of Makassar), Mansur Ahmad (Institut Agama Islam Negeri Bengkulu), Hairil Bahar (State University of Makassar), Muhammad Zuhri Dj (Institut Agama Islam Negeri Bengkulu) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-06-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1791799 |
| OpenAlex | W7165192386 |
| Language | EN |
| References cited | 34 |
This study examines the factors influencing the implementation of Content-Based Instruction (CBI) in English for Islamic Economics curricula within Indonesian Islamic higher education. Although CBI has been widely studied in Western and CLIL-oriented contexts, its application in multilingual and faith-based educational settings remains underexplored. Adopting a qualitative multiple-case study design informed by a language-learning framework and an ecological perspective, this study draws on semi-structured interviews with 20 EFL lecturers teaching in Sharia Economics programs at state and private Islamic universities in South Sulawesi, Indonesia. The data were analyzed using thematic analysis. The findings are organized into three interrelated dimensions. First, the social context, including linguistic diversity, sociocultural norms of deference, and socioeconomic disparities, shapes classroom participation and access to disciplinary discourse. Second, learner characteristics, such as cognitive readiness, motivation, and affective factors, influence students' engagement with the integration of content and language learning. Third, learning conditions, particularly collaborative learning practices and contextually grounded instructional objectives, mediate the effectiveness of CBI implementation. Overall, the findings suggest that successful CBI implementation depends on the ecological alignment of contextual, individual, and pedagogical factors rather than on isolated instructional techniques. This study contributes to content-integrated language teaching by highlighting the dynamic interplay of ecological variables in Islamic higher education in the Global South. It also underscores the need for context-responsive teacher training and curriculum development that are attuned to the sociocultural, linguistic, and disciplinary realities of Islamic higher education
Academic achievement · Curriculum · Discipline · Higher education · Indonesian · Islam · Qualitative research · Sociocultural evolution · Thematic analysis · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Second Language Learning and Teaching
Content-and-Language Integrated Learning
Linguistic Diversity and Social Justice
Learning and Teaching Languages Through Content
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Qualitative Case Study Methodology
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Member Checking
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Thematic Analysis
| Citation velocity | historical |
|---|---|
| Highly cited | No |