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The ecological dynamics of content-based instruction in English for Islamic economics: a multiple-case study of teacher perspectives in Indonesian Islamic higher education.

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Bibliographic Details
Title:	The ecological dynamics of content-based instruction in English for Islamic economics: a multiple-case study of teacher perspectives in Indonesian Islamic higher education.
Authors:	Surahmat, Zulkifli¹ (AUTHOR), Basri, Muhammad² (AUTHOR) niarmahmuddin@gmail.com, Halim, Abdul² (AUTHOR), Ahmad, Mansur³ (AUTHOR), Bahar, Hairil¹ (AUTHOR), Zuhri Dj, Muhammad⁴ (AUTHOR)
Source:	Frontiers in Education. 2026, p1-12. 12p.
Subject Terms:	Islamic education, Multilingual education, Teacher attitudes, Curriculum planning, Sociocultural factors, Ecological models
Geographic Terms:	Indonesia, Sulawesi (Indonesia)
Abstract:	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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	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. [ABSTRACT FROM AUTHOR]
ISSN:	2504284X
DOI:	10.3389/feduc.2026.1791799