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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| 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. |
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| 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] |
| Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195068037 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The ecological dynamics of content-based instruction in English for Islamic economics: a multiple-case study of teacher perspectives in Indonesian Islamic higher education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Surahmat%2C+Zulkifli%22">Surahmat, Zulkifli</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Basri%2C+Muhammad%22">Basri, Muhammad</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> niarmahmuddin@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Halim%2C+Abdul%22">Halim, Abdul</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ahmad%2C+Mansur%22">Ahmad, Mansur</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bahar%2C+Hairil%22">Bahar, Hairil</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zuhri+Dj%2C+Muhammad%22">Zuhri Dj, Muhammad</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2026, p1-12. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Islamic+education%22">Islamic education</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingual+education%22">Multilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+models%22">Ecological models</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink><br /><searchLink fieldCode="DE" term="%22Sulawesi+%28Indonesia%29%22">Sulawesi (Indonesia)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195068037 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/feduc.2026.1791799 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 1 Subjects: – SubjectFull: Islamic education Type: general – SubjectFull: Multilingual education Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Sociocultural factors Type: general – SubjectFull: Ecological models Type: general – SubjectFull: Indonesia Type: general – SubjectFull: Sulawesi (Indonesia) Type: general Titles: – TitleFull: The ecological dynamics of content-based instruction in English for Islamic economics: a multiple-case study of teacher perspectives in Indonesian Islamic higher education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Surahmat, Zulkifli – PersonEntity: Name: NameFull: Basri, Muhammad – PersonEntity: Name: NameFull: Halim, Abdul – PersonEntity: Name: NameFull: Ahmad, Mansur – PersonEntity: Name: NameFull: Bahar, Hairil – PersonEntity: Name: NameFull: Zuhri Dj, Muhammad IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 07 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2504284X Titles: – TitleFull: Frontiers in Education Type: main |
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