The framework is contextualized within IIUM's
Research gap analysis derived from 3 education papers in our local library.
The gap
While the framework is contextualized within IIUM's Islamization vision, its core components are adaptable across institutions and need to be tested across diverse learning environments and institutional contexts.
Evidence profile
Sourced from the open questions and limitations and future work of the source papers, classified as scalability gap, spanning 3 journals.
Research trend
Established — well-defined area with open sub-problems.
Supporting evidence — 3 representative gaps
- Embedding Tawhidic Epistemology in Engineering Education Aligned with IEA 2021 Graduate Attributes (2026) · Journal of Engineering Research and Education (JERE) · doi
While the framework is contextualized within IIUM's Islamization vision, its core components are adaptable across institutions and need to be tested across diverse learning environments and institutional contexts.
scalability gapopen questionsevidence 5/5Keywords: across framework contextualized within iium islamization vision core components adaptable institutions need tested diverse learning - Contextual Teaching in Islamic Education in the ERA of Artificial Intelligence (AI) (2026) · International Journal of Academic Research in Progressive Education and Development · doi
Contextual Teaching and Learning (CTL) in Islamic Education has been demonstrated only at small scale in isolated schools; a comprehensive, system-wide implementation framework across diverse Islamic education systems with varying socioeconomic and cultural contexts remains undeveloped and untested.
scalability gaplimitationsevidence 5/5Keywords: contextual teaching learning Islamic education system-wide implementation scalability framework - Artificial Intelligence (AI) Dalam Pendidikan Islam: Peluang, Tantangan, Dan Etika Keislaman (2026) · Al-Abshor : Jurnal Pendidikan Agama Islam · doi
While the paper proposes that AI-supported curriculum innovation can help Islamic educational institutions remain relevant amid globalization and technological change, it does not specify which curriculum adaptation models, content areas, or institutional contexts (e.g., primary vs. higher education, urban vs. rural) should be prioritized or how such innovations should be evaluated.
scalability gapfuture workevidence 5/5Keywords: curriculum innovation adaptation globalization Islamic education institutional contexts scalability technology integration
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