<![CDATA[n the era of globalization, English proficiency is a fundamental requirement for educators, including those in Islamic Elementary School Teacher Education (PGMI). This study aims to identify the specific English learning needs, including target needs and learning needs, of PGMI students at UIN Alauddin Makassar. The research employs a quantitative descriptive method using a 47-item Likert-scale questionnaire administered to 15 PGMI students. The data were analyzed to map students' professional requirements, current proficiency levels, and learning preferences. The results indicate that while students possess high motivation (66.7% positive response) and recognize the importance of English for academic writing and technical vocabulary, they face challenges in productive skills. Specifically, a high frequency of neutral responses regarding speaking and writing proficiency suggests a lack of confidence and uncertainty about their competencies. Furthermore, students expressed a preference for real examples, interactive teaching, simulation-based learning and digital media. The study concludes that a General English approach is insufficient. Consequently, an English for Specific Purposes (ESP) curriculum that integrates pedagogical technical vocabulary, phonological competence for clear pronunciation, and interactive technology is recommended to bridge the gap between students' current abilities and their future professional demands.]]>
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