Muslim Education Research Articles

Reconciling British Values with Professional Identity: The Pursuit of Ontological Security Among Muslim Teachers in England

This article aims to investigate how the legal requirement to promote fundamental British values (FBVs) impacts Muslim teachers’ professional identity formation, utilising Interpretive Phenomenological Analysis. Semi-structured interviews were conducted with self-identified Muslim teachers, including both male and female individuals from diverse ethnic backgrounds, employed in secondary schools across England. This study seeks to interpret Muslim teachers’ experiences through Anthony Giddens’ ontological security theory. Firstly, Muslim teachers expressed pride in being British and their successful integration into society. Secondly, the meaning of Britishness was elucidated by the participants through references to the values described in the current government guidelines on promoting FBVs. Finally, the impact of the obligation to promote FBVs on the professional identity formation of Muslim teachers points to a degree of ambivalence rooted in seeking ontological security. Certain teachers adopted an uncritical stance towards FBV policy, prioritising ‘values’ within the debate and thereby normalising the discourse surrounding FBVs. In contrast, others engaged in a critical analysis of FBV rhetoric, highlighting its adverse impact on academic discussions and their professional identities. From the perspective of ontological security theory, Muslim teachers are situated in a fragile position; while the majority grapple with ontological insecurity, others exist in a realm between ontological security and insecurity.

Examining the Implications of Islamic Teacher Education and Professional Learning: Towards Professional Identity Renewal in Islamic Schools

Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a learning environment that fosters a sense of community and caters to the needs of students. However, recent studies on Islamic education suggest a real struggle in managing such complexities. Consequently, scholars have called for specialized programs to counter such issues, focusing on the need for schools to renew their commitment to promoting educational values, principles and practices that are rooted in the Islamic tradition. Several higher education institutions have responded to this call by establishing programs in Islamic studies and Islamic education. Nevertheless, there is limited knowledge of the organisational and behavioural significance of such programs on the professional identity of teachers. Using semi-structured interviews, this article presents findings from four teachers who had completed a postgraduate qualification in Islamic education at an Australian university. The six-phase thematic data analysis, informed by Muslim identity and an Islamic worldview, revealed that secular teacher education provided participants with ‘a license to teach’ but lacked in ‘nurturing a purpose for teaching’. The findings also revealed a distinct connection between Islamic teacher education, professional learning and professional identity, whereby Islamic-based pedagogies ‘enlightened and empowered’ teachers toward becoming ‘faith-centred’ in their professional practice. While the study was limited to four teachers, it contributes knowledge to the Islamic education, organizational and behavioural fields of inquiry in two ways, by underlining that (i) the professional identities of Muslim teachers are shaped by a knowledge-seeking mindset, and (ii) Islamic teacher education and professional learning create pathways towards the renewal of teachers’ professional identities in Islamic schools.

Critical pedagogical engagement with Muslim geographies

In this commentary, I delve into critical pedagogical engagement with Muslim geographies and the Dīn of Islam, daring to go beyond the decolonial. I begin with an exploration of Sidaway's (2023a) discussion of ‘decolonising Muslim Geographies’ in the context of the pedagogical engagement of a female Muslim teacher of geography. I will develop an argument which will encourage critical geographers to ‘learn’ from Muslim geographies in deep and meaningful ways through the rich influential and intellectual traditions within the Dīn of Islam. My reflections will directly respond to Sidaway's call for a possible paradigm shift within the parameters of Eurocentric thinking to share Islamic epistemologies embedded in my own pedagogical approach. This will encompass rich and diverse intellectual traditions of Islam and geographical understanding of the concept of al-Mizān (balance) for the world that we all share.

Model Evaluasi Pembelajaran Pendidikan Agama Islam dalam Kurikulum Merdeka

Subjects​ Islamic religious education has fundamental role​ as Foundation religious knowledge for participant Muslim education in schools. Implementation learning can obtain results more optimal if using the right evaluation model, as well as in learning Islamic religious education in it contained material about religiousness. Interesting for look at the evaluation model what only one can used in frame do evaluation learning Islamic religious education in curriculum independent as system current curriculum​ this used in Indonesia. Study this use type study descriptive qualitative that is procedure research results​ in the form of descriptive data in the form of words. Collected data originate from references that have linkages with theme study this. Results study this is CIPP evaluation contains four aspect that is context, input, process, and results can guided as an internal model do evaluation learning Islamic religious education on curriculum independent. Evaluation context to learning Islamic religious education was obtained from analysis to curriculum independence will be applied. Evaluation input or input useful in determine planning, strategy, and goals achieved​ as well as alternative taking decision when happen constraint in implementation learning Islamic education. Focused process evaluation on learning process activities Islamic religious education through analysis on curriculum independent. Evaluation product this obtained from analysis to results obtained​ in application learning Islamic religious education on curriculum independent.

Musa Bigiev and his contemporaries on the state of the Muslim education system

Musa Bigiev and his contemporaries on the state of the Muslim education system

Общественно-политические установки молодого поколения дагестанцев: через призму исламского вероучения (по результатам социологического опроса)

At the initial stage of the religious revival, the activity of confessional institutions was somewhat passive, but now it is being intensified, which is expressed in the expansion of the space of influence of religious figures, the orientation of the population to simultaneously receive religious and secular education, and the introduction of a large layer of the population with religious knowledge. The article puts forward the hypothesis about the increasing role of traditional faiths and religious institutions in the social processes of modern Russian society. Consequently, the study of the religious component, in this context of the Islamic factor, from the standpoint of forecasting and assessing its role in modern Dagestan society, acquires special significance, because it will allow us to outline the trajectory of development of state-confessional relations, develop effective religious policies and provisions that do not violate the secular nature of the state devices of Russia. The perception and assessment of Islamic teachings in the socio-political life of the republic by the younger generation of Dagestanis is analyzed. The analysis shows the dominance in the mass consciousness of Dagestan youth that the position on the state structure is based on Islamic teachings; the author assumes that the younger generation lacks the understanding of the essence and specifics of government based on Muslim postulates. The surveyed Dagestan youth are consistent in their positions and in resolving controversial issues in a variety of social spheres (economic activity, land dispute between owners, family conflict, domestic violence, etc.), according to the Sharia court, which has acquired greater authority in everyday life population of Dagestan. In the mass consciousness of the younger generation of the republic, there is a priority of Muslim teaching and the designation of its special status, which is a destructive phenomenon, because it can create religious intolerance and destabilize Dagestan society. The younger generation of Dagestanis associates the function of religious teaching in public life with the dissemination of the fundamentals of religion and religious morality, spiritual and moral education and charity.

Musa Bigiev about styles of recitation of the Koran and problems of the Muslim education system

Musa Bigiev about styles of recitation of the Koran and problems of the Muslim education system

Secularity and Muslim-Christian Relations in Uganda

Abstract The article reconstructs aspects of the secularizing project of the British colonial administration in Uganda by exploring how state regulatory practices in the field of Western school education set the conditions for two forms of religious difference: first, relations between Muslims as members of a religious minority and the Christian majority, and second, dynamics among Muslims that transpired not only in leadership competition but also in controversies over education and proper religious practice. Focusing on the intersections between a state regulatory regime and the activities of Muslims who claimed religious and political leadership on behalf of other Muslims in the areas of Buganda and Bugisu, the article argues that these Muslim intellectuals mediated and contributed to the colonial administration’s production of Muslims as a religious minority. As articulators of Islam, they (re)formulated and debated the forms and purpose of Muslim education and partly novel understandings of proper religious practice, and what it means to be a modern, pious Muslim in the new colonial order. Their political aspirations were hampered, not only as a direct consequence of the colonial administration’s production of systematic inequalities between Christians and Muslims, but also as a result of the dynamics of intra-Muslim plurality.

Fundamentals of a Pluralism-Fostering Islamic Religious Education: Navigating Cultural and Religious Dimensions of Plurality

In Islamic religious education (IRE), as well as in the context of pedagogical and theological Islamic Studies at universities, Muslim educators, teachers, and learners in Germany and Austria encounter each other in a cultural, religious, theological, and ideological plurality. However, the existing intra-Muslim plurality is often neglected and not the focus of pedagogical and didactic reflections, despite its great significance for religious educational processes. This article outlines possible contours of pluralism-fostering Islamic religious education and didactics based on intercultural and interreligious education approaches in Germany and Austria.

When counter-extremism ‘sticks’: the circulation of the Prevent Duty in the school space

ABSTRACT This article contributes to scholarship in Muslim geographies to show how the Prevent Duty is a racializing and securitizing policy, which exists in an already unequal school space. Through the concept of ‘stickiness’, it shows how the Prevent Duty creates associations of violence and extremism with gendered Muslim bodies and considers the spatial politics of Prevent Duty training. By attending to the effective nature of Prevent, this paper considers how these policy documents create negative attachments that shape how Muslim teachers experience the school space, as both the implementers and potential targets of the policy. In-depth interviews with current and former teachers working in London schools were conducted in 2018, with a particular focus on the experiences of Muslim teachers. The results indicate that when the Prevent Duty is in circulation, it creates an atmosphere in which ‘Muslimness’ feels under surveillance, lingering beyond the training space.

Mosque as an Educational Space: Effectiveness of Management and Implementation of Al-Quran Learning Program

Apart from being a place of collective worship, mosques can also be a potential place of Qur'an education for Muslims. However, this context has not been comprehensively discussed in previous studies. This study not only aims to complement the shortcomings of previous studies but also focuses on the question of the function and potential of the mosque as a place of Qur'an education for Muslims. To answer this question, this study chose to use a descriptive qualitative approach by conducting direct and structured observations and interviews with informants. The findings in this study show two important contexts regarding the function and potential of the mosque as a place of Qur'an education for Muslims. First, the management of mosque space can be a potential place in conducting Qur'an education for Muslims as has been done at the Baiturrahmah Mosque. Second, good management of the Qur'an education program can increase interest and shape Muslims to be more active and participatory as happened at the Baiturrahmah Mosque. From these two important findings, it can be reflected that the mosque, apart from functioning as a space for collective worship, can also be a potential place to conduct effective and efficient Qur'an education.

The influence of competence on work engagement through the mediation of self-efficacy (A study on Muslim teachers)

This study aims to investigate the influence of competency on work engagement, with self-efficacy serving as a mediating variable, among Muslim teachers in Tanjung Morawa. The study's population comprised 230 teachers. A total sampling technique was employed, resulting in a sample size of 230 individuals. The research adopted a quantitative methodology, utilizing the Competency Scale, Work Engagement Scale, and Self-Efficacy Mediation Scale as measurement instruments. Data analysis was conducted using multiple linear regression tests. The findings of this study indicate that self-efficacy (Z) significantly mediates the relationship between competency and work engagement. These results underscore the importance of competency and self-efficacy in enhancing teachers' work engagement. Therefore, efforts to improve teachers' competency and self-efficacy can be considered effective strategies for increasing work engagement. The implications of this study also provide training programs and interventions that are more focused on enhancing competency and self-efficacy in the workplace context

Nurturing Young Muslim Students as Part of Minority Group in American Society

Placing a religious foundation in the early generation presents challenges for Muslims, especially when religion is not part of academic curricula. Even though there has been debates on religious teaching, the significance of infusing religious values remains unquestionable in students’ lives. Those who need to deepen their religious faith enroll in religious classes outside school activities. The present article sets out to examine two Muslim teachers’ efforts to nurture young Muslims’ identity and the challenges they encounter. In doing so, this study employs the Early Years Foundation Stage (EYFS) and identity theory as theoretical frameworks. The findings of this qualitative study add to the literature on the importance of nurturing Muslim students’ identity in a non-Muslim country, the U.S. This is important because the ongoing hate against Islam in a post-9/11 world causes Muslim and Muslim-looking students to face religious discrimination on academic grounds. We argue that infusing Islamic values to young Muslim students serves as a strong foundation for students’ spiritual development.

The Impact of Islamophobia on the Education and Religious Identity of Muslims in the USA

The experiences of Islamophobia among Muslims in Western countries, especially in the United States, escalated rapidly following the aftermath of 9/11. This study aims to investigate the Islamophobia experiences of American Muslims and its impact on their education and religious identity. By employing a systematic literature review, this research indicates that the challenges endured by Muslims not only complicated the reconciliation between their Muslim and American identities but also impeded the proper education of Muslim children. In the resurgence of Neo-racism, Muslims have experienced numerous adversities, ranging from hostile stares to the extent of being deported. Muslims have responded to this in various ways, such as hiding their Muslim identities or educating themselves and non-Muslims about Islam. Muslim women have been subjected to unfortunate incidents, including staying indoors, removing their headscarves, and facing negative perceptions in the mainstream American media. Muslim children have encountered difficulties in their education due to misconceptions about Islam both in the media and school curriculum. Although completely eradicating Islamophobia from the USA may be an unrealistic goal, it is feasible to mitigate its adverse impacts through decent education about Islam. This education could be achieved through elevating the voices of knowledgeable Muslims in the American media, increasing Islamic educational programs on TV, raising awareness among the American public, and integrating details about the origins of Muslims in the USA, the contributions of Muslims to science, the similarities of Islam with other major religions in the USA, and the diverse spectrum within Islam into school curriculums.

Postmodernism Challenges for Muslim Schools and Universities in Malaysia: The Role of AI Pedagogical Integration into Islamic Education

In today’s rapidly changing world, postmodern civilization has been accused of undermining traditional, religious universal values and socio-economic inequality. The intersection of Islamic philosophy and secular education creates profound tension, as Islamic teachings on justice, equality and religious principles often clash with Western secular values, leading to issues such as incompetent graduates, LGBTQ disorder, and over- capitalism conflicts. Schools and universities also grapple with significant challenges like zero hands-on skills, large class sizes, lack of resources, and student behavioral ongoing issues, which impede effective teaching and learning. Additionally, non-inclusive students, especially those with disabilities or from minority ethnic backgrounds, face bullying, discrimination and difficulty accessing resources, exacerbating their isolation and hindering academic performance. This study utilized a qualitative research methodology grounded in the researchers’ nearly twenty years of teaching experience at private universities across Malaysia, including at UNITAR Malaysia, Limkokwing University of Creative Technology (LUCT), the Management and Science University (MSU), and Tunku Abdul Rahman University College (TARUC). The research was informed by direct classroom engagement, a mentoring program, and involvement in academic events administration, offering deep insights into student challenges and enriching data collection. The methodology included providing motivational support and counseling to students with special needs and those underperforming. A critical, reflexive approach was adopted to address potential biases, and results were verified through member-checking and triangulation. This comprehensive approach enabled a thorough exploration of the Malaysian educational context, identifying challenges and themes, yet providing a robust framework for understanding student experiences and pedagogical strategies. The study is structured into four sections: methodology, challenges in Malaysia’s educational system, the incorporation of Qur’anic metaphysics in tertiary education, and the application of interactive AI-pedagogy technologies. The study revealed practical recommendations for educators, policy makers, and researchers, aiming to bridge the gap between Islamic principles and secular educational practices. Using Malaysia as a case study, the research explores the potential of a holistic approach to Islamic education in addressing the postmodern and post-pandemic challenges by Muslim society. It is worth noting that the study is specifically focused on Muslim education in Malaysia. Therefore, its findings may not be generalizable to other Muslim countries or societies. Nevertheless, the research is expected to provide a profound perspective on addressing postmodernism challenges in the Muslim pedagogical world.

Exploring the Experiences of Muslim Early Childhood Educators in Teaching Sexuality Education

Early childhood sexuality education is essential for safeguarding young children against inappropriate sexual content and potential abuse. This study underscores the importance of such education within the context of Muslim teachers. The primary objective of this research is to gain insights into the practical implementation of sexuality education during early childhood. The study encompasses the participation of 248 Muslim early childhood teachers. By collecting open-ended inquiries, analyzing responses verbatim, and categorizing the results, the research illuminates the multifaceted responsibilities of these teachers. Their roles include providing guidance on toileting, mitigating self-touch behaviors, addressing sexual curiosity, promoting genital health and hygiene, preventing sexual harassment, and recognizing the spectrum of gender roles. The findings highlight the urgency of developing a well-structured curriculum, fostering collaboration between parents and teachers, providing specialized teacher training, promoting a positive public perception of sexuality education, and ensuring substantial government involvement in early childhood sexual education.

Preface

This is the fifth issue of the Muslim Education Review (MER) publication, which means that MER is about two and half years old. It has reached the minimum age (two years) to propose to be accredited. Accreditation for the journal is very important to ensure the quality of the journal. There are two journal accreditations: national and international. Nationally, we can propose our journal be accredited by the Science and Technology Index (SINTA) under the Ministry of Education, Culture, Research and Technology (Kemendikbud Ristek). Based on the assessment of the national journal accreditation (Akreditasi Jurnal Nasional/ARJUNA), the journal can be classified into Sinta 1 (S1) until Sinta 5 (S5) with S1 as the highest quality with the highest grade of 85-100; S2 with the second highest grade of 70-85; S3 with the third highest grade of 60-70; S4 with the second lowest grade of 50-60; and S5 with the lowest grade of 40-50. Usually, the higher the quality of the journal, the more articles received for publication. The level of accreditation is commonly asked by the writers when we invite writers to send their articles for publication. We are glad that our journal has received many articles to be published before being accredited. We attracted submission through the Writing Competition and International Conference programs conducted in our faculty.

THE CONCEPT OF HUMAN FIṬRAH IN ISLAMIC PHILOSOPHY OF EDUCATION

From the perspective of the Qur’an, investigating the concept of human nature becomes an intriguing subject for scientific exploration, with a particular focus on the term “muḥsin”. This word holds a wide range of interpretations within the Qur’an, encompassing both its semantic implications and its relevance to understanding humanity. This pursuit of understanding and learning within the realm of science, especially in academic lectures and research, aims to analyze the correlation between the concept of human nature and Islamic education as they relate to the Qur’an and Ilmud dilalah (the science of semantics). This research is specifically oriented towards qualitative research, utilizing a literature review approach. Data was collected from online sources through literature searches on platforms such as Google Scholar, Scopus, and Siendirect. Data analysis involved a meticulous content analysis process. The findings of this study highlight the concept of “fiṭrah” as a divine endowment bestowed upon humans by God, defining their existence. Understanding the meaning of this inherent nature is deemed essential for all individuals, ensuring that God’s gift is not squandered and that one’s full potential is developed. Islamic education plays a pivotal role in this context, serving as a guiding force that helps individuals preserve and direct their innate nature, particularly in fostering trust and confidence in Allah. It emphasizes the importance of nurturing one’s full potential. In Islam, education is not only emphasized but also intricately linked with the philosophy of science when applied to Islamic religious education. It is understood that Islam, as a holistic religion, provides comprehensive guidance and education for Muslims.

Spiritual and indigenous funds of knowledge: how Palestinian Muslim teachers reclaim Islam and citizenship education in Israel

ABSTRACT Scholars have argued for better integration of religion and citizenship education through overarching goals of interreligious tolerance and inclusive citizenship. Yet, such debates often neglect the political dimensions of these subjects. In this study, we explore how Palestinian Muslim teachers in Israel interpret the intersections of Islam and citizenship education and how they draw on this intersection in their teaching. Through qualitative interviews with 15 citizenship and Islam teachers, we found that most teachers ground this relationship in their spiritual Islamic and indigenous Palestinian funds of knowledge. In their teaching, these funds can serve as counterhegemonic tools to deconstruct dominant forms of citizenship and Islam as defined by the Israeli state. We argue that the hybridization of these funds of knowledge has important educational implications for conceptualizing more critical and culturally relevant forms of Islam and citizenship education.

Perceptions of Muslim Educators on Postcolonial Education in the Philippines: A Qualitative Inquiry

The utilization of automated systems, controlled by the Arduino UNO microcontroller, can facilitate the efficient growth of plants in a compact greenhouse. The enclosed greenhouse structure helps in plant propagation as it optimizes the surrounding environment while it gathers sensory data. The greenhouse is structured with the corresponding sensors for specific abiotic factors mainly, the DHT11 for temperature and humidity, and The soil moisture sensor. This data from the greenhouse environment will then be processed by the system which utilizes a submersible water pump and irrigation systems, LED lights, and sensors for humidity, temperature, and moisture. The Arduino UNO controls the water resources competently as the major microcontroller, while sensors provide accurate data for managing the greenhouse environment. With automation features like the irrigation system and soil moisture sensor, water conservation, and proficiency are improved. LED light delivers reliable light sources, which promote optimal plant growth. Accurate data collection is ensured by proper sensor placement and protection. Remote monitoring and control via IoT platforms are much more practical and convenient than manually overseeing the plant environment. The Arduino UNO- Based system offers significant advantages, including decreased manual labor, cost-effectiveness, and advancements in agricultural practices to combat the damages brought by climate change to agriculture and meet the demands of a growing world population. Thus, continuous development to the prototype is necessary for the sustainability of both the agriculture and the automated greenhouse as this will further assist in the application of growing advancing technologies of the generation for agricultural development and plant care. Keywords: Automated greenhouse, Arduino UNO, programming, automation, prototype, sensors, agriculture, sustainability