<![CDATA[The increasing demand for globally competent graduates in Islamic educational institutions necessitates the integration of English language proficiency, higher-order thinking skills, and Islamic literacy within a coherent pedagogical framework. However, English language instruction in many Islamic boarding schools remains predominantly focused on basic linguistic competence, with limited emphasis on critical engagement with Islamic knowledge and global issues. This study aimed to develop and evaluate the effectiveness of a Higher-Order Islamic Literacy (HIL)-based English learning model designed to strengthen students’ English proficiency, critical thinking skills, Islamic literacy, and global competence. Employing a mixed-methods approach with an explanatory sequential design, the study involved 33 students and one English teacher at Rumah Tahfidz Qur’an Darul Mukhlasin Medan. Quantitative data were gathered through pre-tests and post-tests and analyzed using descriptive statistics, the Shapiro–Wilk normality test, paired-samples t-test, and Cohen’s d effect size. Qualitative data were collected through classroom observations, semi-structured interviews, and document analysis, and subsequently analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed a substantial improvement in students’ learning outcomes, with mean scores increasing from 43.64 to 79.70, reflecting an 82.63% gain. Statistical analysis demonstrated a significant difference between pre-test and post-test scores, t(32) = 14.778, p < .001, while the effect size (d = 2.57) indicated a very large practical impact. These findings suggest that the HIL-based English learning model provides an effective pedagogical approach for fostering linguistically proficient, critically reflective, and globally aware students within Islamic boarding school education.]]>
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