Digital Literacy in Islamic Higher Education English Programs: A Systematic Literature Review

Abstract

Digital literacy has emerged as a fundamental competency within twenty-first-century educational frameworks, yet its integration into English programs at Islamic higher education institutions remains inadequately theorized and empirically examined. This systematic literature review synthesizes peer-reviewed scholarly publications from 2020 to 2026 to construct a comprehensive understanding of how digital literacy is conceptualized, implemented, and assessed within English language programs at Islamic universities. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, this study analyzed twenty Scopus-indexed publications selected through rigorous inclusion and exclusion criteria. Thematic analysis identified five principal dimensions: (1) conceptual frameworks underpinning digital literacy in Islamic educational philosophy; (2) pedagogical integration strategies within English as a Foreign Language (EFL) curricula; (3) faculty competency and professional development trajectories; (4) student engagement and motivation patterns mediated by digital technologies; and (5) institutional policy frameworks governing digital transformation. Findings indicate that while awareness of digital literacy has grown considerably among Islamic higher education stakeholders, systematic implementation remains constrained by infrastructural disparities, theological-pedagogical tensions, and insufficient institutional support. The review further identifies critical gaps in longitudinal research and calls for culturally responsive frameworks that harmonize Islamic educational values with globally recognized digital competency standards