The study contributes new knowledge to the under-researched area of Islamic pedagogy, highlighting

The gap

Evidence profile

Sourced from the recommendations and abstract of the source papers, classified as general, drawn from work published between 2020 and 2026, spanning 3 journals. Those papers have been cited 14 times in total.

Supporting evidence — 3 representative gaps

• Enhancing Students’ Engagement Of Library Use Through Integration With Regular Academic Activities: An Action Research (2026) · JOURNAL OF APPLIED AND ACTION RESEARCH IN ISLAMIC EDUCATION · cited 1× · doi

  Science teachers in hybrid educational environments, particularly Madrasahs, must adopt a holistic approach to their professional development that goes beyond textbook fluency. It is essential for educators to cultivate a reflective teaching identity that aligns with both academic standards and Islamic ethical values. This dossier should document teaching philosophy, lesson plans that integrate moral concepts, classroom management strategies, and 360° feedback from learners and colleagues. Such evidence not only deepens self-insight but strengthens one’s recruitment case under competency-focused hiring. Moreover, teachers should intentionally align their instructional methods with the school’s ethical vision. Integrating Quranic perspectives and Islamic values into scientific content helps students connect their faith to contemporary knowledge, nurturing both intellect and integrity. Teachers must be proactive in showcasing this alignment during recruitment processes, especially through well-documented reflections and sample lesson designs. In addition, science educators should invest in the continuous development of soft skills such as communication, emotional intelligence, adaptability, and cultural sensitivity. These competencies, often overlooked in traditional training, play a crucial role in navigating diversity and earning learner trust. Engaging in mentorship, peer collaboration, and intentional self-evaluation helps these skills mature over time. Professional growth must also be driven by continuous, purposeful development. Teachers should participate in workshops, seminars, and academic certification programs, particularly those focused on Islamic pedagogy and performance driven frameworks. These initiatives not only enhance subject knowledge but also signal dedication to personal mastery—an essential trait in value- centered hiring systems. JAARIE.ITTC.EDU.BD 55 JAARIE: 1 (1), 2025 Finally, science teachers are encouraged to approach their career as a mission grounded in self-renewal and institutional harmony. By combining reflective practice with visible proof of value-conscious teaching, teachers can position themselves as credible educators shaped by both knowledge and conscience. This not only increases their employability in faith-integrated institutions but also amplifies on student flourished and school progress. FUTURE ACTION RESEARCH Building on the insights from this study, future action research should focus on developing, implementing, and evaluating structured competency-based recruitment models across a broader range of Madrasahs and hybrid Islamic schools. A key area for exploration is the lasting influence of dossiers on teaching strength and learner progress . By tracking newly recruited teachers over a 3–5 year period, researchers can assess

  generalrecommendations
  Keywords: teachers teaching islamic science must development educators self recruitment knowledge hybrid particularly madrasahs approach professional
• Reimagining English Studies through Islamization: An Examination of Cultural and Institutional Challenges in Two Private Islamic Universities in Bangladesh (2026) · The Arab Journal For Quality Assurance In Higher Education · doi

  Strengthening Faculty Capacity ELL must be substantively Islamized by investing in faculty development. The instructors need to be endowed with professional development programs that will provide them with rigorous knowledge of Islamic epistemology, ethical paradigms, and integrative pedagogical frameworks so that they can systematically incorporate Islamic perspectives beyond being symbolically incorporated. The mechanisms of collaboration between the faculty of ELL and Islamic studies are essential to develop the curricula, syllabus, teaching materials, and assessment standards that preserve the rigor of discipline but are based on Islamization principles.

  generalrecommendations
  Keywords: faculty islamic development strengthening capacity must substantively islamized investing instructors need endowed professional programs provide
• Descriptions and enactments of Islamic pedagogy: reflections of alumni from an Islamic Teacher Education Programme (2020) · Pedagogy Culture and Society · cited 13× · doi

  The study contributes new knowledge to the under-researched area of Islamic pedagogy, highlighting that Islamic pedagogic renewal must privilege (a) faith-perspectives, as legitimate and credible ways of knowing; (b) local voices, perspectives, contexts, and lifeworlds of learners in shaping and reshaping classrooms and schools; and (c) educational values that influence praxis in light of the unique visions of Islamic schools.

  generalabstractevidence 5/5
  Keywords: islamic perspectives schools contributes knowledge researched area pedagogy highlighting pedagogic renewal must privilege faith legitimate

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