This study explores the integration of critical literacy into English as a Foreign Language (EFL) reading courses in Indonesian higher education. Emphasizing students’ ability to critically analyze, evaluate, and reflect on texts, the study positions critical literacy as a pedagogical approach that fosters social, cultural, and ideological awareness through reading instruction.

Employing a narrative inquiry approach, the research documents an Indonesian lecturer’s experiences and pedagogical practices in designing and implementing critical literacy-oriented EFL reading instruction. The study aims to contribute both conceptually and pedagogically to EFL education in higher education by highlighting the lecturer’s role in cultivating critical and reflective readers.