The study identifies a gap in the understanding of Azyumardi Azra's views

The gap

Evidence profile

Stated in the recommendations and cells research gap sections of the source papers, classified as general, spanning 4 journals.

Supporting evidence — 4 representative gaps

• The Role of Islamic Education (IE) and Electronic Social Media (ESM) in Promoting Peaceful Coexistence in a Multireligio-Cultural Society (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Thus, this paper argues that achieving effective and sustainable development within a religiously conflict-free society requires a renewed engagement with Islamic teachings as a means of reviving peaceful coexistence, mutual tolerance, and social harmony among Nigerians. In light of the findings and discussions presented in this study, the following recommendations are presented to strengthen the role of Islamic education and electronic social media in fostering peaceful coexistence in Nigeria: 1. Integration of Digital Peace Education: Islamic education curricula at all levels should incorporate digital literacy and ethical social media engagement, emphasizing peace-building, tolerance, and responsible communication. 2. Capacity Building for Islamic Educators/Propagators (Duʿāt): Islamic scholars and educators should be trained on the effective and ethical use of electronic social media as tools for dacwah, peace advocacy, and countering religious misinformation. 3. Promotion of Interfaith Dialogue of different Religious Bodies via ESM: Electronic social media platforms should be strategically utilized to facilitate interreligious dialogue and understanding between Muslims and adherents of other faiths, thereby reducing suspicion and hostility. 4. Adequate Regulation and Ethical Monitoring on the Use of ESM: Religious bodies, educational institutions, and relevant government agencies should collaborate to monitor and discourage the misuse of electronic social media such as hate speech, incitement, and religious extremism. 5. Frequency in Public Enlightenment and Campaigns: Sustained online campaigns rooted in Islamic ethical teachings should be launched to promote peaceful coexistence, respect for diversity, and national unity within Nigeria‟s multireligio- cultural framework.

  generalstated in recommendationsevidence 5/5
  Keywords: islamic social media electronic ethical religious peaceful coexistence education peace effective within engagement teachings tolerance
• GLOBAL COMMUNICATION ETHICS AND DIGITAL LITERACY: BUILDING A MODERATE VIRTUAL LEARNING SPACE IN THE CYBER ERA (2026) · Tahiro : Journal of Peace and Religious Mederation · doi

  Based on the findings of this research, the following are recommended: (1) In education, it is necessary to develop a critical digital literacy curriculum that is integrated across study programs, with Washathiyah values as drawn from the Islamic scholarly tradition concerning tabayyun, tawazun, and maqashid serving as the epistemological framework, not merely as a branding label. (2) Teacher training programs that develop digital ethics facilitation competence should be prioritized, focusing on three complementary dimensions: technical, pedagogical, and ethical-spiritual (including the strengthening of muraqabah awareness as a complement to psychological self-awareness). (3) Longitudinal empirical research measuring the impact of Washathiyah-based digital literacy interventions on students' digital behavior and the quality of their cross-cultural interactions needs to be conducted to validate the theoretical framework proposed in this study. Such studies should avoid overstated causal claims regarding digital mental health, while taking into account the existing methodological debates in the literature (Orben & Przybylski, 2019; Twenge et al., 2023). (4) Collaboration among ELT, Psychology, and religious moderation study programs should be strengthened to produce a more comprehensive interdisciplinary approach. (5) The government should accelerate the equitable distribution of digital infrastructure as a prerequisite for the implementation of a just digital education. (6) Systematic institutional case studies of PTKIN that have developed policies related to religious moderation and/or digital literacy beginning with cases such as the UIN Mataram (2021) guidelines should be conducted to empirically substantiate the proposition that Islamic educational institutions can offer a model of digital literacy that surpasses existing global standards. 44 Soni Ariawan, et al: Global Communication Ethics and Digital Literacy … REFERENCES Annamalai, N., Abdullah, M. S., & Alasam, A. (2021). "WhatsApp-Mediated Language Learning: Student and Teacher Perspectives." TESOL Quarterly, 55(4), 1161-1176. Ariawan, S. Pemanfaatan Aplikasi HelloTalk dalam Peningkatan Kemampuan Speaking Mahasiswa EFL. Laporan internal, Universitas Islam Negeri Mataram (status: belum dipublikasikan secara formal). Bandura, A. (1977). Social Learning Theory. Englewood Cliffs: Prentice Hall. BNPT. (2023). Laporan Tahunan Pencegahan Radikalisasi Digital 2023. Jakarta: Badan Nasional Penanggulangan Terorisme. Boyd, D. (2014). It's Complicated: The Social Lives of Networked Teens. New Haven: Yale University Press. BPS. (2023). Statistik Telekomunikasi Indonesia 2023. Jakarta: Badan Pusat Statistik. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.

  generalstated in recommendationsevidence 5/5
  Keywords: digital literacy programs based education develop washathiyah islamic framework teacher ethics competence awareness conducted existing
• TEACHERS’ PERCEPTIONS OF DIGITAL CURRICULUM IMPLEMENTATION IN JORDAN (2026) · Turkish Online Journal of Distance Education · doi

  Based on the study’s findings, the following recommendations were made: • Train teachers on how to use digital curricula effectively in Jordan. • Develop and implement strategies and plans for the continuous development and monitoring of digital curricula in Jordan, which are future-oriented and keep pace with technological advancements. • Conduct further studies on digital curricula in Jordan. • Design programs to enhance teachers’ attitudes toward digital curricula. • Provide financial support to properly implement curricula in the digital learning environment. 338 BIODATA and CONTACT ADDRESSES of AUTHORS Dr. Ahmad Bani MARI received his PhD in Islamic Education Curriculum and Teaching Methods in March 2017. His academic interests include conducting scientific research on Islamic education and its teaching methods, the application of artificial intelligence in Islamic education, educational multimedia, learning interfaces, open and distance learning, the future of education, e-learning, and the use of the internet in education. He has published more than 11 articles in international journals, contributed a chapter to an international book, and has also published other articles and research papers both nationally and internationally, in addition to participating in local and international conferences.

  generalstated in recommendationsevidence 5/5
  Keywords: digital curricula education learning jordan islamic international teachers implement future teaching published articles based following
• <b>Rethinking the Challenges and Opportunities of Islamic Education in the Globalization Era:  Insights from Azyumardi Azra’s Thought</b> (2026) · AFHAMUNA: Journal of Islamic Thought · doi

  The study identifies a gap in the understanding of Azyumardi Azra's views on the challenges and opportunities for Islamic education in the digital age. - The study highlights the need for Islamic education to adapt to technological advancements while upholding Islamic values. - The study emphasizes the importance of integrating religious studies with general studies and fostering character, morality, and social ethics.

  generalstated in cells research gapevidence 5/5
  Keywords: study identifies gap understanding azyumardi azra views challenges

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