<![CDATA[This study examines the integration of Islam and science in university-level language learning. The purpose of this research is to identify integrative teaching strategies, evaluate their impact on students’ holistic understanding and critical thinking skills, and explore the challenges encountered during implementation. A qualitative case study approach was employed, involving in-depth interviews with lecturers and students and an analysis of curriculum documents. The theoretical framework is grounded in the theory of knowledge integration, contextual teaching and learning, and constructivism. Results indicate that lecturers successfully combine linguistic concepts with Islamic values and scientific principles, enhancing students’ overall understanding and fostering critical and creative thinking. Additionally, contextualizing language courses with an Islamic perspective and using Quranic verses as reference materials adds an ethical dimension to the learning process. However, challenges include limited comprehensive academic resources, insufficient lecturer training, student resistance to multidisciplinary approaches, and inadequate institutional policy support. In conclusion, integrating Islam and science effectively enriches the learning experience, provided that improvements in academic resources and institutional policies are implemented.]]>
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