Pre-service English Teachers' experiences in integrating topics about Islam into Elt material

Integrating topics about Islam into English learning modules enriches English for Islamic Studies classes by connecting students’ religious beliefs with language learning, fostering intellectual and spiritual growth. However, pre-service teachers face challenges in aligning Islamic content with language objectives while addressing cognitive, emotional, and practical obstacles. This qualitative study explored the pre-service teachers’ experiences, challenges, and strategies in integrating topics about Islam into their ELT material. Data was collected through interviews with fourth-semester pre-service English teachers in a state Islamic college. Thematic analysis was employed. This research explores the experiences of pre-service English teachers in integrating Islamic material into English learning modules in the English for Islamic Studies course. The research results show that pre-service teachers have varied experiences, including the process, motivation, and reflection in integrating Islamic material into English language learning. However, they also face major challenges that include cognitive such as difficulty in choosing a topic, emotional such as stress and lack of self-confidence, and practical such as limited resources and technology. To overcome these challenges, pre-service teachers apply various resilience strategies such as collaborating with friends and discussing with lecturers, looking for additional references, and adapting content according to student needs. Recommendations include professional training focused on developing Islamic materials and curriculum innovation to support more effective integration. These findings contribute to improving teaching practices and the holistic development of students in the context of English learning based on Islamic values.