Negotiating English, identity, and ethics in Islamic higher education: Systematic evidence on skills development, online-blended models, and sociocultural pedagogy

ELT in Islamic Higher Education (IHE) sits at the meeting point of global English demands and faith-based educational aims. Using PRISMA-guided procedures, this systematic literature review synthesizes 43 peer-reviewed studies and organizes findings into four themes: skills interventions, online/technology-mediated ELT, negotiation of English–identity–values, and ethics/integrity. Across themes, outcomes depend not only on methods or tools but also on affect, identity positioning, digital literacy, and alignment with Islamic ethical principles. Culturally responsive, identity-safe pedagogy strengthens skills gains; technology supports learning when teaching presence and value congruence are maintained; and integrity is closely linked to assessment design and supervision. The literature remains fragmented, indicating a need for integrative frameworks that connect global competence goals with Islamic educational values and guide pedagogy and policy in IHE.