What does this research mean for the field?

Master's English curricula in Indonesian Islamic higher education institutions and Australian universities diverge significantly, with Indonesian programs focusing on maintaining religious values while Australian universities prioritize global academic benchmarks. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This research aims to compare English Master's curricula in Indonesia and Australia to identify differences and propose enhancements for global competitiveness while integrating Islamic values.

June 9, 2026Open Access

Indonesian and Australian Students' Multimodal Perceptions on Master’s English Curriculum for Global Competition: A Comparative Study

Key Points

This research aims to compare English Master's curricula in Indonesia and Australia to identify differences and propose enhancements for global competitiveness while integrating Islamic values.
Employed a qualitative-comparative approach
Conducted literature reviews and curriculum document analysis
Utilized stakeholder interviews, surveys, classroom observations, and focus group discussions
Found significant differences in pedagogical strategies and curriculum design between Indonesia and Australia.
Indonesian institutions focus on integrating Islamic values, while Australian universities emphasize global benchmarks.
Proposed strategic directions for enhancing curriculum development in Indonesian Islamic higher education.

Abstract

The Master’s English curriculum in postgraduate English language education programs is essential for developing the linguistic competence, academic expertise, and professional skills required in today’s globalized era. This research compares the curricula at Indonesian Islamic Higher Education institutions and Australian universities to identify similarities, differences, and their implications for producing competitive graduates. The study aims to align English education with global standards while integrating Islamic values. Key objectives include analyzing program structures, specializations, and content; identifying strengths and gaps; exploring innovative curricular practices; and proposing recommendations to enhance English curricula that promote both international relevance and Islamic identity. Employing a qualitative-comparative approach, this study utilized literature reviews, curriculum document analysis, stakeholder interviews, students and faculty surveys, classroom observations, and focus group discussions to gather diverse perspectives and practices. Findings reveal significant differences in pedagogical strategies, curriculum design, and philosophical orientations between the two contexts. A key area of divergence lies in how global academic standards are incorporated and balanced with Islamic educational principles. While both systems aim to prepare students for international competitiveness, Indonesian Islamic institutions focus on maintaining religious values, whereas Australian universities prioritize global benchmarks, highlighting a complex interplay between cultural identity and global educational demands. Drawing on these results, the study proposes strategic directions for curriculum development in Indonesian Islamic higher education, emphasizing the need to enhance graduates’ global competence while preserving religious and cultural integrity. The research provides valuable insights for policy formulation, curriculum innovation, and discussions on the internationalization of Islamic education.

Read Full Paperexternally

Mark Helpful

Bookmark

Relay

View Full Paper