Islamic History and Literature

The growth of higher education around the world has led to a rise in use of English-Medium Instruction (EMI) to increase visibility and engagement with scholars and institutions worldwide. However, this presents unique challenges for certain disciplines including Sharia education, which is language sensitive. This research explores teacher perspectives on the opportunities and challenges of implementing EMI in Algerian Sharia programs using a qualitative research design. Data were gathered from forty faculty members using online semi-structured telephone interviews via Google Forms. Results show that faculty view EMI as a way to Improve Access to International Sources, Enhance Communication Skills, and Increase Competition Between Institutions. In terms of implementation however, they highlight serious language proficiency, teacher competency and accurate knowledge transfer concerns. In addition, they highlight that EMI is appropriate for some applied/contemporary modules while other core subjects will need consideration before implementing. Overall, faculty suggest that EMI implementation should occur selectively rather than uniformly and should be complemented by appropriate training, resources and institutional planning. Achieving a balanced approach will support global engagement without sacrificing the depth and validity of the discipline's body of knowledge.