The adoption of English as a Medium of Instruction (EMI) is drawing more focus within Islamic higher education institutions in Malaysia, reflecting the goals of globalization and the necessity to improve graduates' competitiveness in the comprehensive job market. However, the implementation of EMI within the context of Islamic education presents various complex pedagogical challenges. Among the main challenges are the language proficiency constraints among lecturers and students, the lack of teaching materials suitable for the Islamic context, and the conflicts between the medium of instruction and the religious values sought to be maintained. This article conducts a systematic literature review of recent studies from the year 2020 to 2026 to identify key issues, implementation strategies, and opportunities presented by EMI in higher education institutions in Malaysia. The findings indicate that the effectiveness of EMI depends on several key factors, including continuous professional training for lecturers, the use of bilingual pedagogical approaches such as translanguaging, and institutional policies that support the holistic implementation of EMI. This study suggests that EMI should not be viewed solely as a linguistic tool, but as an educational strategy that must be integrated with cultural and religious sensitivities to ensure its effectiveness in Islamic education.
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