Translating Islamic Concepts and Local Wisdom in EFL Education: A Systematic Literature Review

Abstract

Translation plays a central role in English as a Foreign Language (EFL) education, particularly in Muslim-majority contexts where learners navigate linguistic and cultural differences between Islamic conceptual frameworks and English. This systematic literature review synthesizes research on the challenges, strategies, and cross-cultural approaches involved in translating Islamic concepts and local wisdom into English in EFL education. Following the PRISMA 2020 guidelines, a systematic search was conducted across five databases Google Scholar, ERIC, DOAJ, Scopus, and Garuda/Sinta for studies published between 2014 and 2025. Of 915 records identified, 14 peer-reviewed articles met the inclusion criteria and were thematically synthesized. Four themes emerged: (1) challenges in translating Islamic concepts, particularly conceptual non-equivalence and epistemological asymmetry; (2) challenges in translating local wisdom, including cultural loss and semantic displacement; (3) translation strategies, including transference, descriptive equivalence, dynamic equivalence, and hybrid approaches; and (4) cross-cultural pedagogical approaches integrating Islamic values such as al-bayan, tabayyun, and amanah. Based on these findings, the review proposes cross-cultural witnessing as a conceptual contribution that frames translation as responsible and critically aware cultural representation. The findings have implications for EFL curriculum design, teacher education, and instructional materials in Islamic educational contexts.