EFL Curriculum and Syllabus Studies in Islamic Educational Contexts: A Narrative Literature Review

摘要

Curriculum and syllabus studies play a significant role in shaping effective English as a Foreign Language (EFL) education, particularly in contexts where language learning intersects with moral, cultural, and spiritual goals. This narrative literature review examines the relationship between macro-level curriculum planning and micro-level syllabus design in EFL education, with special attention to Islamic educational contexts. The review synthesizes literature on value-based curriculum development, alignment between national standards and Islamic educational goals, culturally responsive syllabus design, needs analysis in Islamic higher education, and Outcome-Based Education (OBE) in EFL. Drawing on conceptual and empirical studies, the review suggests that successful EFL programs depend on coherence among curriculum objectives, learners’ needs, pedagogy, and assessment systems. The literature also indicates that integrating Islamic values, local wisdom, and 21st-century competencies contributes to more contextually relevant and holistic language education. However, gaps remain in empirical evidence on implementation models, outcome assessment, and curriculum adaptation in diverse Islamic contexts. The review concludes that an adaptive and value-oriented EFL curriculum provides a promising framework for balancing global communicative demands with local educational missions.