The integration of English vocabulary in Kurdish instruction is very common, and previous studies have focused on sociolinguistic, cultural, political and phonological aspects leaving the underlying semantic factors unexplored behind these integrations. This study investigates the semantic factors behind English lexical integration in Kurdish-medium university instruction. Due to pedagogical orientations in higher education, English terminology is increasingly entering Kurdish daily language at universities. Thus, understanding the semantic necessity of these integrations is critical. The study mainly focuses on precision of meaning and semantic density factors. A mixed-methods design is implemented by analyzing qualitative classroom observations and quantitative survey data from students across two departments: Biology and Psychology. Legitimation Code Theory is taken as the lens of analysis to evaluate how students categorize foreign words against native equivalents. Findings show that instructors systematically integrate English terminology to bypass the polysemous nature of everyday Kurdish. These intentional integrations let teachers to deliver semantically dense networks of information efficiently without trying to make translations for students. Also, students report that English terminology clarifies complex subjects and unifies the topics and concepts during class. The data also reveals disciplinary differences in which Biology students rely heavily on density, but Psychology students emphasize precision. The study reaches a point that English lexical integration is a deliberate and meaning-driven strategy rather than random code-switching by teachers. The study suggests using computational NLP algorithms for future investigations which can work on large corpus data. Keywords: Lexical Integration, Semantic Density, Precision of Meaning, Academic Discourse, Legitimation Code Theory
