Abstract

The expansion of English as a Medium of Instruction (EMI) in higher education worldwide presents distinct challenges in linguistically diverse, faith-based contexts, particularly where local languages dominate academic and religious life. This study addresses the limited understanding of lecturer readiness for EMI implementation in Islamic-based universities in Indonesia, a setting where Arabic remains central to institutional culture and instruction. Using an explanatory sequential mixed-methods design, the research surveyed 165 lecturers from 33 Islamic universities with a validated 24-item Likert-scale instrument, complemented by narrative reflections from a purposive subsample of 23 participants. The study was guided by a multi-dimensional conceptual framework of readiness, that incorporated knowledge, pedagogical skills, and attitudes, and employed both statistical and thematic analysis. Results revealed that while lecturers generally demonstrated strong conceptual awareness of EMI, they lacked sufficient instructional skills and showed only moderate, ambivalent attitudes toward its adoption. Key challenges included a gap between theoretical understanding and practical application, institutional cultural misalignment, and inadequate structural support for professional development. These findings suggest that, without targeted capacity-building and policy reform, EMI initiatives may remain largely aspirational within such contexts. The study offers insights relevant to policymakers, institutional leaders, and practitioners seeking to advance sustainable and culturally responsive EMI policies and professional development in faith-based higher education settings.