EFL Materials Development in Islamic Educational Contexts: A Narrative Literature Review of Local Wisdom, Sustainability, and Value-Integrated Content

Abstract

The development of English as a Foreign Language (EFL) materials has shifted from a primarily linguistic orientation toward broader educational purposes that include cultural identity, ethical values, and global sustainability. This narrative literature review synthesizes scholarship on the integration of Islamic values, local culture, critical cultural content analysis, environmental themes, Sustainable Development Goals (SDGs), and teachers’ perceptions in EFL materials development. Drawing on recent conceptual and empirical studies, this review explores how value-integrated materials contribute to learner engagement, character formation, intercultural awareness, and communicative competence. The literature indicates that standardized EFL textbooks often underrepresent deep socio-cultural realities, creating a representation gap that can be addressed through glocal materials that harmonize international English with local spiritual and cultural contexts. The review further suggests that environmental and SDG themes provide meaningful carrier content for authentic language use, while teacher cognition remains central to successful implementation. Research gaps remain in longitudinal impact studies, localized materials evaluation, and frameworks for integrating faith-based and sustainability-oriented content. The review concludes that “glocal” EFL materials offer a promising paradigm for transforming language learning into a site of multiliteracies, ethical learning, and global citizenship.