Breaking Barriers, Building Bridges: Unveiling Decolonized Elt Syllabus For Islamic Studies In Indonesian Islamic Higher Education

English Language Teaching (ELT) in the context of Islamic Studies presents a complex interplay of language acquisition, cultural sensitivity, and identity preservation. As the demand for English as medium of international communication is growing rapidly, Islamic higher education in Indonesia has to equip students’ 9 proficiency in English. However, current endeavors directed towards formulating appropriate ELT syllabi remain notably distant from the anticipated standards. There is a need to create a syllabus that reflects the cultural and linguistic identity of Indonesian students while providing them with the necessary skills to compete globally. The study aims to critically examine the existing ELT syllabus for Islamic Studies programs and proposes a decolonized framework that aligns with the cultural and intellectual ethos of the region. ELT syllabuses from three Islamic Universities were analyzed using content analysis. Qualitative approach was adopted to uncover colonial vestiges embedded in the ELT syllabus, acknowledging the potential for these remnants to hamper ‘authentic’ cultural expression. The findings reveal that each Islamic universities has a diverse content in the syllabus, including within learning objectives, content materials, assessment and evaluation, and sources. The study’s significance aspires to contribute to the ongoing discourse on decolonizing education by providing practical insights for curriculum designers, educators, and policy makers to enrich the pedagogical landscape and create a more culturally relevant and equitable experience for all students.