The role of Islamic education teachers in enhancing higher-order thinking: a systematic review

Abstract

ABSTRACT Teaching strategies used by teachers have a direct impact on how well their students learn high-order thinking skills. The purpose of this study was to summarise prior research on the application of higher-order thinking skills from the perspective of a teacher in Islamic education. The PRISMA guidelines were used to search for the relevant literature on five different databases (Scopus, Web of Science, EBSCO, Google Scholar, and Ovid). One thousand one hundred and fifty-eight relevant studies were found in these databases which were screened for duplicates on Endnote software. The result indicated the main challenges that Islamic education teachers encounter while attempting to teach higher-order thinking skills in their classes. Two of these issues are inadequate professional development and the widespread implementation of conventional teacher-centred practices. Though more people are beginning to recognise the value of critical thinking and problem-solving skills development, there is still a lack of consistency and advancement in their application, especially in areas with inadequate institutional support and policy structures.