Blended Learning Model to Enhance Managerial Competence: An Islamic Leadership Perspective

The purpose of this research is to investigate separate themes of Islamic Leadership based on analyses conducted on selected literature of conventional and Islamic Leadership. The themes of Islamic Leadership were identified for the purpose of developing a specific inventory to measure Islamic Leadership or the Islamic Leadership Inventory (ILI). In identifying the themes of Islamic Leadership, this research applied qualitative content analysis procedures on four categories of literature. The literature are (1) The Qur’an and Hadiths (2) Managerial Leadership and Servant Leadership literature (3) Contemporary Islamic Leadership literature (4) Classical texts of Islamic Leadership. This research used NVIVO to facilitate information processing. With respect to the underlying theory of research, this research is based on the principles of higher objectives of Shari’ah or the Maqasid al-Shari’ah to justify the importance of the identified Islamic Leadership behaviours from the lenses of Islam. Based on the content analysis, this research found 25 separate themes representing Islamic Leadership Behaviours. The 25 themes are (1) Trustworthiness and Integrity, (2) Employees Orientation, (3) Self-evaluation, (4) Patience, (5) Outcome Orientation, (6) Empowerment, (7) Social Responsibility (8) Flexibility (9) Non-Calculative, (10) Spirituality, Religiousness and Piety, (11) Esprit De Corps, (12) Bravery, (13) Justice and Equity, (14) High Self-Reliance and High Self-Esteem, (15) Modesty and Shyness, (16) Impartially, (17) Moderation and Balance, (18) Good in Communication, (19) Free from environmental-constrains, (20) Earnest, (21) Cheerful, (22) Feared when angry, (23) Empowering Intelligent, Wisdom and Encourage Synergy, (24) Role Model, and (25) Avoid Conflict. The themes suggested could be used to measure Islamic Leadership in various perspectives. In general, this paper offers policymakers, organisations, and researchers in various avenues the important dimensions of Islamic Leadership. Specifically, the Islamic Leadership Inventory (ILI) could be utilised to measure the effectiveness of Muslims’ professionals based on the perspectives of Islam and the higher objectives of Shari’ah . In sum, this paper found that Islamic Leadership could be represented in several dimensions and could be adapted in the conventional measures of managerial leadership. Keywords: Islamic Leadership Inventory, Leadership Behaviour, Leadership Approaches

The aims of this study are to determine the meaning of the term blended learning in three different domains, in corporate sector, higher education sector, and in the field of foreign language learning and teaching, and to explore the potential effects of blended learning on the university students’ levels of foreign language reading comprehension. Blended learning is a combination of classroom instruction and information and communication technologies which can improve learning outcomes and save the costs. The reasons for applying blended learning approach in all three domains are presented. The efficient implementation of blended language learning means the optimal use of the learning opportunities and available tools to achieve the optimal language learning environment. The necessary conditions for efficient foreign language learning and the issues that may limit its realization are explored; the factors of efficient blended foreign language learning are presented. The teachers’ and learners’ roles in blended language learning as well as the pathway template for efficient blended language learning are illustrated. The obtained results indicate that blended learning may increase the students’ levels of foreign language reading comprehension more than face-to-face language instruction.

The purpose of this research is to present perspectives on education management in hybrid learning during the COVID-19 pandemic transition. The research method used is a literature study method that is collected from a collection of reference data from experts as well as from a total of 47 national journals and five nouveau international journals published in the last 5 years. This method is carried out by carefully reading various data sources that will later be relevant to the topic studied by the author, which is then conveyed in the form of a description with several additional elements. The COVID-19 pandemic has made the education management process undergo various changes and adjustments in many elements, including adjustments to education management from pandemic status to a new normal transition. During this time, teaching is carried out using hybrid and blended learning approaches, which have proven to be beneficial and effective in mitigating the possibility of learning loss as a result of the pandemic's effects. The impact of literature research on education during the COVID-19 pandemic with the implementation of hybrid and blended learning provides valuable insights for the general public, future researchers, and all parties looking for a practical and adaptable educational approach in difficult times. Although this style of learning is the answer and solution in the world of education during the pandemic transition, there are several challenges in the implementation stage.

This research aims to describe the concept of leadership from an Islamic perspective, the meanings, and the implications inherent in each term based on textual references from the Qur’an. The theme of leadership in Islam has often been viewed narrowly in connection with the governance of a state, commonly referred to as "Khalifah al-Islamiah." However, each term carries its distinct meaning and implications, most appropriately applied to specific professions and moments. This study is a literature review employing an incorporative approach and descriptive, idealistic, and heuristic methods. Content analysis is used as the analytical technique to objectively and systematically uncover the characteristics of the messages contained within, addressing how the construction of leadership in the Islamic perspective and its meanings and implications truly unfolds. The results of the research reveal that the Qur’an employs several terms related to the theme of leadership in Islam, including caliph, wali, malik, sulthan, uli al-amr, and imâm, each with its unique meaning and implications, all of which are integrated within the persona of a leader. A correct understanding of leadership terms in the Qur'an will have a broad impact on life because the essence of leadership is not for oneself but for leading the world and all creatures in it.

With the advent of the coronavirus disease 2019 (COVID-19), several institutions worldwide have adopted the blended mode of teaching and learning. However, literature on this concept in South Africa and on the African continent is scarce. This scoping review explores the concept of blended approach to training and how to design resources for the blended teaching and learning approach. In addition, the review investigates barriers to the implementation of blended learning. The findings of this study demonstrate that the understanding of the concept of blended teaching and learning is not homogenous and is often left to individual academics to decide on the approach. The review identified several hurdles that need to be addressed for successful implementation of blended teaching and learning, however these are not specific to South African institutions. Available literature on studies done elsewhere and in South African, suggest that some of the identified barriers to adoption of blended teaching and learning are real, while others are perceived or imagined. Lastly, the authors observed that there are several approaches to designing learning resources for the blended mode of teaching and learning. The choice of approach is dependent on the intended purpose for which the specific design is adopted. There is a need for studies that specifically investigate blended learning in Universities in South Africa and on the continent to help identify barriers to adopting blended teaching and learning among institutions that are specific to the South African and African context. Institutions adopting the blended teaching and learning mode of delivery, need to be unambiguous in their philosophy of blending teaching and learning and not leave it to the implementing academics. Policymakers can use the information generated in this review to recommend minimum requirements for a blended delivery mode in public institutions of higher learning. Keywords: e-learning, distance education, web-based learning, face-to-face instructional mode

The performance of lecturers, including teaching, research, and engagement, is influenced by institutional support, workload management, and leadership effectiveness. Despite this, Islamic universities often rank lower on a national scale, underscoring the necessity to improve lecturer performance to compete with leading institutions. This research investigates lecturer performance through an Islamic lens, aiming to fill the empirical gap by analysing the impact of Islamic leadership and organisational citizenship behaviour from an Islamic perspective (OCBIP). The study seeks to create a conceptual framework that illustrates how Islamic leadership affects lecturer performance, with OCBIP as a mediator. The study involved 313 participants, with questionnaires distributed using Google Forms and directed to the respondents’ official email addresses. Data analysis was performed using SmartPLS 4.0. The study’s key findings reveal that Islamic leadership significantly and positively impacts OCBIP and lecturers’ performance. Moreover, OCBIP fully mediates Islamic leadership and lecturers’ performance. The findings meet the criteria of the PLS-SEM model. The research is grounded in social exchange theory and highlights how Islamic leadership fosters OCBIP, enhancing lecturers’ performance through reciprocal positive behaviours. The inclusion of mediating roles further enhances its theoretical contributions. The results offer significant insights for lecturers, helping them identify critical behaviours and integrate psychological dimensions rooted in Islamic principles, such as Islamic leadership and OCBIP, that affect lecturers’ performance. Furthermore, the study contributes to psychological and management literature by enhancing the understanding of key factors that shape the performance of university lecturers.

Blended learning has become normalized in universities due to the pandemic. However, the design and implementation of blended collaborative learning still faces challenges. Through a case study based on a blended course in an elite university in China, this paper provides a nuanced understanding of what makes good blended collaborative learning. Firstly, the critical elements of blended collaborative learning are illustrated. The manuscript then details the entire process of a blended collaborative learning case study: (a) initiation, how to team up with strangers; (b) ongoing, how these groups evolved in blended collaborative learning; and (c) summing up, how effective blended collaborative learning was. Finally, several principles for designing collaborative tasks, organizational structures, evaluations, and supporting tools are discussed from the perspective of the four elements of blended collaborative learning.

Blended learning has enjoyed wide acceptance as a teaching and learning approach in higher education, but its use and understanding commonly fail to extend across all levels of blending. At the institutional level, challenges still exist in aligning a blended learning approach with core university priorities. Often, there is a focus on the provisions of technology tools and associated training; however, there is less emphasis on the development of frameworks that support an institutional-level approach to blended teaching and learning and ways that these can be effectively measured. This paper analyses previous work undertaken in the field of blended learning and looks to build on the literature by defining an effective approach to adoption using conceptual clarity, blended frameworks and institutional-level implementation of blended learning as a framework to describe effective use within higher education. Implications for practice or policy: University decision makers should define an institutional approach to blended learning and foster a common understanding of what success will look like. Institutional strategy must carefully consider the multifaceted roles of students, academics and administrators within blended learning. Blended learning adoption should be measured using criteria and descriptive standards to evaluate framework implementation.

Objective: This study aims to analyze Islamic views on women's and non-Muslim leadership through a comparative study between classical fiqh traditions and contemporary fatwas. Leadership in Islam is a crucial issue often debated, particularly regarding the roles of women and non-Muslims in government or public office. This research seeks to answer questions about the criteria for ideal leadership from an Islamic perspective and its relevance to modern socio-political contexts. Theoretical framework: The study is grounded in the theoretical framework of fiqh siyasah (Islamic political jurisprudence), emphasizing justice, public interest (maslahah), and representation as the foundations of leadership. The literature reviewed includes classical fiqh texts, Qur'anic exegeses, and contemporary fatwas. Literature Review: The literature review reveals a dynamic discourse on the leadership of women and non-Muslims, ranging from restrictive traditional views to more inclusive modern approaches. Methods: The research employs a qualitative methodology with a descriptive-analytical approach. Data were obtained from literature sources, including primary and secondary references related to leadership in Islam. A thorough analysis was conducted to identify the differences and similarities between traditional and modern perspectives. Results: The findings indicate that ideal leadership in Islam is not solely determined by religion or gender but by a leader’s ability to act justly and uphold the rights of all citizens. In the Indonesian context, a non-Muslim leader can align with the nation's ideals as long as they practice justice and maintain the balance of people’s rights. Conversely, a Muslim leader who acts unjustly and oppresses individual rights does not fulfill the criteria of Islamic leadership. Surah Al-Maidah verse 57 is often cited as the basis for prohibiting Muslims from selecting non-Muslim leaders; however, exceptions are made in emergencies, including the delegation of responsibilities to non-Muslims as representatives of the people. Implications: The implications of this study highlight the importance of prioritizing justice and competence as the main criteria for selecting leaders, whether in organizations or governments. Without fair and competent leadership, it is challenging for an organization or nation to function effectively. Novelty: The novelty of this research lies in its contemporary interpretation of Islamic leadership, where recent fatwas demonstrate greater flexibility in addressing modern socio-political dynamics. This study provides a fresh perspective, bridging Islamic values with the demands of the modern world.

The growth of mobile learning significantly portrays flexibility and accessibility. It increased the approach to education for both learners and teachers globally. Although numerous studies have examined the state of mobile learning (M-learning), there remains a need for more focused research, particularly within the context of the English as a Foreign Language (EFL) blended learning environment. This study identifies a comprehensive analysis of blended mobile learning research conducted from 2020 to 2024. A search across databases yielded 1096 articles from Scopus and Google Scholar, which were subsequently filtered down to 41 relevant studies for in-depth analysis, following a Systematic Literature Review (SLR) protocol. All 41 screened articles focus on the EFL context. The use of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) design provided structured and valid data for the findings. The study identified key applications, regional perspectives, the implementation of blended learning, and factors that contributed to blended mobile learning experiences. The analysis also explored the benefits, challenges, and potential opportunities associated with this learning modality. The study underscores the importance of addressing challenges such as technological limitations and unequal access to ensure that blended mobile learning benefits are equitable and inclusive in the EFL context. This SLR aims to contribute to a deeper understanding of the foundational principles necessary to inform policymakers, course designers, and blended learning facilitators in optimizing M-learning.

The performance of academics is a crucial aspect of the quality of educational programs in higher education. Thus, more revisions are increasingly essential to bring out the vital dimensions that can help to sustain innovative academic performance. Numerous research outcomes suggest innumerable variables, but interestingly relevant for the Islamic universities context is that Islamic leadership competencies significantly influence employee performance. Most of the studies emphasized encouraging results for leadership from the Islamic tenets on employees’ multi-dimensional performance, but in other industries than higher education institutions. Thus, it is significant to review the properties of focused Islamic leadership on academic performance in Islamic universities, as scholars also recommend. This paper is inclined to reconfirm organizational citizenship behaviour from the Islamic perspective in connection with Islamic leadership and various contemporary performance measures of academics at higher education institutions. These are not documented well in the existing knowledge frame, particularly within Social Exchange Theory. In addition, this paper establishes the association of Islamic work ethic, leadership following the tenets of Islam, and task and contextual performances. It has become an issue that has fascinated the courtesy of numerous worldwide scholars and researchers. However, thru the literature review, only a few studies focused on cross-cultural and Islamic perspectives. Therefore, it is timely to examine leadership, work ethics and organizational citizenship behaviour from Islamic viewpoints that can affect lecturers’ academic performance, such as teaching, research, and service performance. This paper proposed several empirical research suggestions to address the theoretical gaps and reconfirm the previous studies’ findings.

Due to the challenges of all-round development, higher-education students are increasingly demanding more flexible learning that goes beyond the on-campus/online dichotomy. However, university students miss learning opportunities because of the conflict of time and space. Blended learning is an effective way to create more learning opportunities and support university students’ flexible learning, but its implementation varies across contexts. This study proposed an alternative blended teaching and learning approach to solve practical problems defined in the context of a traditional classroom in a university in Hong Kong when students pursue flexible learning and global learning. A three-round action research approach was used to improve the effects of blended synchronous teaching and learning. Data collection and analysis in each round showed that the students positively rated the implementation of blended learning according to their needs, the quality of the technologies adopted, and the benefits gained. This blended synchronous teaching and learning mode was structured based on the implementation of different actions in three rounds, bridging the gap between research and practice in blended synchronous learning.

Landscape of classroom teaching and learnings has changed Integrating information and communication technology (ICT) as a source of blended teaching and learning, either in the classroom or outside the classroom, has become one of the evolutions in classroom learning. To be part of this evolution, UTMSPACE has started to implement blended learning in teaching and learning. Therefore, the study intended to examine the readiness of UTMSPACE lecturers towards the implementation of blended learning and to explore the current practice of blended learning among the lecturers. The findings confirmed the lecturers’ readiness for blended learning implementation.
 This study also examines how personal factors affected the success of e-learning systems and provided better results. Structural equation models on the data of 101 targeted respondents showed that online communication self-efficacy, attitude, and online media are the multiple mediators between the technology access and technical usage self-efficacy and lead to increased blended learning readiness among the lecturers at UTMSPACE. It appears that despite technological factors, the lecturers with a high belief in their ability and attitude are more prepared to adopt the alternative ways of teaching and learning as they gain more experience.
 Keywords: Blended learning, UTMSPACE, readiness.

While blended learning is well entrenched in many developed countries as a solution towards enabling access to educational resources and managing student diversity, this may not be the same for rural based universities in developing countries. Yet, blended learning is ideal for the current terrain of the COVID-19 pandemic which requires learning modalities that promote social distancing to reduce the spread of the disease while ensuring that students have access to quality teaching and learning materials and to frequently stay engaged. For many rural based universities, successful blended learning implementation implies an exploration of possible ways to strengthen existing practices. This paper, using the document analysis method, sought to explore the prospects and pitfalls of implementing blended learning in rural- based universities in Southern Africa. The blended learning implementation framework by Graham, Woodfield and Harrison (2013) served as a guiding framework as it was specifically designed to determine success in blended learning adoption and implementation in education. This framework utilises the constructs of strategy, structure and support to differentiate the stages of adopting blended learning. These three stages are in a continuum and comprise awareness and exploration as stage 1, adoption or early implementation as stage 2 and mature implementation and growth as stage 3, with stages differing depending on the extent of formalisation of the institutional strategy, structure and support. Findings indicated prospects of blended learning entail providing opportunities for flexible learning, enabling access to a wide range of educational resources and limiting alienation associated with purely online education delivery. For many institutions, however, implementation of blended learning is still a mirage with the majority still at the first stage of Graham et al.’s (2013) blended learning adoption and implementation framework owing to technical resource constraints related to unstable or non-existent network coverage characteristic in rural locations, curricular deficit stemming from the blended learning model not aligning to context, thus lowering morale for wider implementation. This is exacerbated by weak goodwill and limited policy guidelines on a specific blended learning model. The study concludes that creating conducive conditions for blended learning in rural based universities necessitates a context friendly implementation model where institutional evaluation data inform strategies, support and pedagogical approaches and related resources that can be used locally. The study recommends governmental support for resourcing rural universities to acquire affordable and usable resources to offset challenges hindering blended learning. Rural institutions should also strive to strengthen support to students and staff to build confidence in the potential of blended learning.

Leadership in management is the nutshell of all success of an organization. The knowledge of leadership in the Islamic perspective is vital towards understanding sound management in every sector particularly for the organization’s performance, betterment for mankind and here and hereafter. This study examined the leadership details on the basis of Islamic Shariah. The researcher tried to find out the core principles of leadership in management an Islamic perspective that is founded in the Great Book of Al-Quran and Hadith. “Leadership in Islam is rooted in belief and willing submission to the Creator, Allah. And We made them leaders, guiding Our command; and We inspired them to do good work, and to observe the prayer, and to give out charity. They were devoted savant to Us (Allah). (Al-Qur’an, 21:73). The result showed that the main concept of Islamic leadership is to lead to achieve organizational goals and compete to be a head of others, and to seek the measure of Allah and success hereafter.