Abstract
The aim of the present article was to systematically review international evidence about Islamic-based (a new term we suggest) educational leadership models published in peer-reviewed journals between 1990 and 2021. We conducted a systematic review of the literature by following the steps identified by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). These steps were data source identification, search, data collection, eligibility criteria selection, data selection, and data analysis. They were aimed at enabling us to answer the following research inquiries: (1) What are the existing developments in research on Islamic-based educational leadership and policy? and (2) What are the main themes presented in these studies? Here, the results are presented first in a macro-outlook elucidating the main trends of this research (topical areas, geographical areas, approaches, and methods). The main themes that emerge from the analysis are: (a) policy, reforms, and stakeholders; second, educational leadership models and styles; and third, gender, feminism, and social justice. We share theoretical and methodological conclusions and outlines of some possible future research directions to contribute to inter-faith, equity, and diversity.
Highlights
Academic Editors: Terry Lovat and Despite all the educational opportunities provided by Muslim and Arab scholars in early Islamic times especially during the Golden Ages (Arar and Haj-Yehia 2018), there is a scarcity of studies that view educational theories and strategies through an Islamic lens.many researchers highlight that, 20 years after 9/11, there has been a proliferation of studies related to what is called Islamic education, as such studies are shifting from being associated with hate and terrorism to enlightening Western societies (Brooks and Ezzani2021; Arar et al 2019b)
A book we are working on, we introduce the new term, Islamicbased education, as there is no clear definition of Islamic education and there is no Islamic
In this systematic review study, we explored peer-reviewed studies on Islamic educational policy and leadership published between 1990 and 2021, following the steps identified in the PRISMA (Preferred Reporting Items for Systematic Reviews and MetaAnalyses) guidelines (Moher et al 2010)
Summary
Academic Editors: Terry Lovat and Despite all the educational opportunities provided by Muslim and Arab scholars in early Islamic times especially during the Golden Ages (Arar and Haj-Yehia 2018), there is a scarcity of studies that view educational theories and strategies through an Islamic lens.many researchers highlight that, 20 years after 9/11, there has been a proliferation of studies related to what is called Islamic education, as such studies are shifting from being associated with hate and terrorism to enlightening Western societies (Brooks and Ezzani2021; Arar et al 2019b). Academic Editors: Terry Lovat and Despite all the educational opportunities provided by Muslim and Arab scholars in early Islamic times especially during the Golden Ages (Arar and Haj-Yehia 2018), there is a scarcity of studies that view educational theories and strategies through an Islamic lens. At the end of 2018, there were 25.8 million Muslims in Europe, who accounted for 4.9% of the continent’s population (Arar et al 2019a). The Western world has witnessed an increased interest in providing educational opportunities to Muslim learners in schools and universities (Clauss et al 2013; Shakeel 2018; Striepe et al 2014). We argue that any study attempting to suggest an educational theory/framework should not be labeled as “Islamic” unless all Muslim scholars agree on it. A book we are working on, we introduce the new term, Islamicbased education, as there is no clear definition of Islamic education and there is no Islamic
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