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Open research questions in Education and Islamic Studies

143 unresolved questions extracted from the limitations and future-work sections of 2,536 Education and Islamic Studies papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • This study addresses the underexplored career perceptions of Islamic Religious Education (PAI) students, who face a distinct tension between religious vocation and economic pragmatism amidst declining teaching interest in Indonesia.

    Student Perceptions Of Choosing Islamic Religious Education Teaching As A Career: Evidence From State Islamic University Walisongo · 2026 · DOI

  • Education, 43(3), Sulastri, S., & Ismail, I. (2025). The application of technology-enhanced learning in the development of Islamic religious education in early childhood. Absorbent Mind, 5(1), 64–75. https://doi.org/10.37680/absorbent_mind.v5i1.6940 Sutrisno, Z. Z., Azani, M. Z., & Dahlan, B. S. S. (2024). Digital platform mapping: Moslem family education content on social media. Iseedu: Journal of Islamic Educational Thoughts and Practices, 8(2), 220–230. https://doi.org/10.23917/iseedu.v8i2.9004 Tafrihah, Utanto, Y., & Pristiwati, R. (2024). Optimizing digital literacy integration in early childhood education: A case study of Tarbiyatul Athfal Bulumanis Kidul Kindergarten. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 9(4), 757–770. https://doi.org/10.14421/jga.2024.94-14 Tao, S., Reichert, F., Law, N., & Rao, N. (2022). Digital technology use and cyberbullying among primary school children: Digital literacy and parental mediation as moderators. 571–579. Cyberpsychology, Behavior, and Social Networking, 25(9), https://doi.org/10.1089/cyber.2022.0012 Tosun, N., & Mihci, C. (2020). An examination of digital parenting behavior in parents with preschool children in the context of lifelong learning. Sustainability, 12(18), 7654. https://doi.org/10.3390/su12187654 Wang, C., Qian, H., Li, H., & Wu, D. (2023). The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review. Frontiers in Psychology, 14, 1049102.

    Early Childhood Digital Literacy: Integrating Parental Guidance, Islamic Content, and Technology-Based Learning · 2026 · DOI

  • into efforts to strengthen the character, literacy, and competencies of Muslim women in addressing developments in science and technology, while opening opportunities for further research on the implementation of the intellectual values of Muslim female figures in the contexts of education and digital transformation.

    Analisis Buku Ummul Mukminin Aisyah R.A. dan Relevansinya terhadap Peran Muslimah dalam Perkembangan IPTEK · 2026 · DOI

  • engagement, social learning experiences. Furthermore, the study highlights that instructional variation should be understood as an effort to accommodate diverse learning needs and increase student engagement rather than as an application of fixed learning style categories, considering the limited empirical support for the learning styles matching hypothesis. interaction, and meaningful the Practically, the findings suggest that SKI teachers need to continue developing learning activities that integrate historical explanation, contextual storytelling, multimedia representation, and collaborative interaction. Schools also need to provide adequate learning facilities while supporting teachers in developing pedagogical skills for effective instructional design. Continuous assessment is necessary to identify students who experience difficulties and to provide appropriate support, such as reinforcement activities, contextual explanations, and additional learning opportunities. the study focused on This study has several limitations. First, the research was conducted in only one educational institution, namely Al-Ulum Integrated Islamic Junior High School Medan, so the findings primarily describe the learning context of that particular school and cannot be generalized to all SKI learning environments. teachers' strategies and Second, participants' perceptions of SKI learning processes rather than measuring changes through experimental or longitudinal approaches. Third, the data were through qualitative observations and primarily obtained interviews, which may subjective experiences and interpretations. in students' understanding reflect participants' longitudinal designs Future research is recommended to examine SKI learning through broader contexts involving multiple schools with different characteristics. Further studies may also employ quantitative, mixed-method, or to investigate the relationship between instructional strategies and students' learning outcomes more systematically. In addition, instructional future approaches, such as digital media integration, storytelling-based learning, or collaborative learning models, influence students' historical reasoning, conceptual understanding, and ability to interpret Islamic historical values. Thus, subsequent studies can provide deeper evidence regarding effective approaches for facilitating meaningful SKI learning.

    <b>Teachers' Efforts in Islamic Religious Education to Improve Students' Understanding of Islamic Cultural History Material at Al-Ulum Integrated Islamic Junior High School Medan</b><b></b> · 2026 · DOI

  • Future studies are recommended to empirically validate this framework across different educational contexts and educational levels, thereby strengthening its applicability in responding to the evolving challenges of AI while preserving the integrity of Islamic educational philosophy.

    Artificial Intelligence as an Epistemological Challenge in Contemporary Islamic Education · 2026 · DOI

  • The findings indicate that PAI teachers' professional competence is no longer limited to theoretical subject mastery but includes the contextualization of Islamic values, technology integration (TPACK), and personal approaches.

    Transformasi Kompetensi Profesional Guru Pendidikan Agama Islam di Era Disrupsi Digital · 2026 · DOI

  • Gender disparities, rural-urban disparities, and socioeconomic inequalities persist because non-cost barriers such as social norms, domestic work requirements, indirect costs, and limited information remain strong in many contexts. Limited evidence on the most effective policy mechanisms (financing, accountability, curriculum standards) in pluralistic education systems. This review concludes that universal secondary education policies are effective as an initial driver of expanded access, but are insufficient to achieve sustainable equity and quality.

    A Systematic Literature Review of Managing Universal and Vocational Secondary Education in a Plural System: Equity Challenges, Implementation Readiness, and the Integration of Islamic Education · 2026 · DOI

  • Furthermore, the views and involvement of teachers, parents, and the community need to be further investigated to ensure policies are truly responsive and inclusive of all groups (Roy & Madhu, 2023).

    A Systematic Literature Review of Managing Universal and Vocational Secondary Education in a Plural System: Equity Challenges, Implementation Readiness, and the Integration of Islamic Education · 2026 · DOI

  • Furthermore, future research should focus on developing value-based AI models that integrate machine learning and natural language processing with Islamic epistemology and pedagogy.

    What factors shape AI media Islamic education? · 2026 · 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.

    Reimagining English Studies through Islamization: An Examination of Cultural and Institutional Challenges in Two Private Islamic Universities in Bangladesh · 2026 · DOI

  • is also leadership, as exemplified by the consistent with Al-Mawardi’s thought Prophet Muhammad (peace be upon in Al-Ahkam Al-Sulthaniyyah, which him), is built upon the integration of explains that imamah has two shiddiq (moral integrity), amanah primary functions: hirasat al-din (responsibility), tabligh (educational (preserving the religion) and siyasat communication), and fathanah 175 Al-Mudarris: Jurnal Ilmiah Pendidikan Islam Vol. 9, No. 2, Juni 2026, pp.

    Kepemimpinan Pendidikan Islam dalam Perspektif Etnis: Integrasi Kearifan Lokal dalam Konteks Indonesia · 2026 · DOI

  • Based on these conclusions, this study recommends: (1) The Indonesian Ministry of Religious Affairs needs to revise the Islamic Religious Education teacher competency standards to explicitly include innovative and digital learning competencies; (2) The Islamic Religious Education Professional Education Program (PPG) needs to integrate deep learning modules as part of the compulsory curriculum; (3) Schools and madrasas need to develop a culture of professional collaboration (Professional Learning Community) among Islamic Religious Education teachers to share good practices; (4) Longitudinal research with a quasi-experimental design is needed to measure the long-term impact of deep learning implementation on the formation of students' character and spirituality; and (5) The development of assessment instruments that can measure the deep learning dimensions in Islamic Religious Education comprehensively, not only the cognitive dimension, needs to be prioritized. 6. BIBLIOGRAPHY Arifin, Z., & Sukmadinata, N. S. (2022). Evaluasi Pembelajaran Pendidikan Agama Islam Berbasis Kompetensi di Era Kurikulum Merdeka. Jurnal Pendidikan Islam, 11(2), 145–162. https://doi.org/10.15575/jpi.v11i2.xxxx Aziz, A., & Handayani, R. (2021). Kurikulum Terintegrasi PAI-Sains dalam Perspektif Tauhid 78–96. Tarbiyah, Aliyah.

    Deep Learning Approach In Islamic Religious Education · 2026 · DOI

  • Future research is recommended to conduct multi-site comparative studies, longitudinal tracking of hafalan retention after graduation, and mixed-methods approaches incorporating psychological measurements to further validate and expand the concept of philanthropic readiness engineering in Islamic education.

    BEHAVIORISTIC CONDITIONING IN PHILANTHROPIC TAHFIDZ EDUCATION: A CASE STUDY OF UNDERPRIVILEGED SANTRI AT PESANTREN HABIBURROHMAN BANDUNG · 2026 · DOI

  • Gradually integrate digital transformation into the Quran and Islamic education curricula in all primary schools. 2. Train teachers in the use of digital educational technologies, such as interactive applications and educational videos, to enhance teaching effectiveness. 3. Develop reliable digital content that aligns with official curriculum objectives and educational and ethical standards. 4. Support school infrastructure (computers, internet access, interactive screens) to ensure the successful implementation of digital transformation. 5. Encourage students to use digital learning tools responsibly and safely, guiding them to use only trusted sources. 6. Conduct future studies to assess the impact of digital transformation on students' critical thinking skills and religious values. DOI: 10.48165/sajssh.2026.7104 66 Hamid, 2026 SAJSSH, Vol 7, Issue 1 REFERENCES Abu Bakar, M., & Abdul Rahim, A. K. (2021). Maqasid Al-Shariah Theory: A Comparative Analysis Between The Thoughts Of Al-Shatibi And ‘Izz Al-Din Ibn ‘Abd Al- Salam. International Journal of Academic Research in Business and Social Sciences, 11(8), 180-193 Ahmad, N., & Khalid, M. U. (2024). Digitalization of Religious (Islamic) Education: Bridging Tradition and Innovation for Global Learning. ĪQĀN, 6(2), 1-14. Akour, M., & Alenezi, M. (2022). Higher education future in the era of digital transformation. Education Sciences, 12(11), 784. Alenezi, M., Wardat, S., & Akour, M. (2023). The need of integrating digital education in higher education: Challenges and opportunities. Sustainability, 15(6), 4782. Al-Khattab, A. A., Al-Mawajdeh, B. S., Talhouni, M. H., & Al-Marayeah, A. S. (2023). The effect of using concept maps and brainstorming strategies to develop creative thinking at Al-Hussein Bin Talal skills University. Information Sciences Letters, 12(5), 1441-1453.

    Digital Transformation and Its Impact on Developing Quran and Islamic Education Curricula at the Primary Level · 2026 · DOI

  • The findings are contextually grounded in one QLC and should not be interpreted as statistically generalisable. The original field record did not retain a numerical participant roster, demographic profile, standardised recitation rubric, or repeated pre-post assessment; therefore, 442 | the study reports thematic convergence and perceived change rather than effect sizes or causal estimates. The observations also captured a limited instructional period and may not represent change over a longer cycle of practice. Future research should use multi-site comparative designs, document participant characteristics, apply validated fluency-makhraj-tajwid rubrics, and combine qualitative process evidence with longitudinal recitation and confidence measures.

    How Do Religious Teachers Strengthen Adolescent Qur’anic Literacy? Evidence from Community-Based Tahsin Al-Qira’ah Learning in Indonesia · 2026 · DOI

  • Given that the madrasa ideologies of English are scarcely represented in TESOL, this paper presents such ideologies from a Bangladeshi madrasa to critically examine ELT‐aid projects and the efforts to moderate madrasas through English.

    Madrasa Ideologies of English in Bangladesh: Questioning <scp>ELT</scp> ‐Aid and Post‐9/11 De‐Islamization · 2026 · DOI

  • By centering lecturers lived experiences, an understudied perspective in Islamic higher education reform literature, this research provides grounded qualitative evidence on how governance constraints, research expectations, and digital readiness intersect during a tahfiz institution’s transition into Malaysia’s formal higher education system.

    Darul Quran MAIK’s Transition to Higher Education: A Qualitative Analysis of Institutional Challenges · 2026 · DOI

  • His analysis does not remain limited to the dynamics of classroom interaction or guided participation; rather, it situates knowledge construction within macro-level structures such as social solida- rity (asabiyyah), cultural continuity, and the broader processes of civilizational development (umran).

    Education and Philosophy in Ibn Khaldun within the Context of the Relationship between Learning, Society and Civilization · 2026 · 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.

    The Role of Islamic Education (IE) and Electronic Social Media (ESM) in Promoting Peaceful Coexistence in a Multireligio-Cultural Society · 2026 · DOI

  • To effectively navigate the huddles of ethical implications of technological advancements in digital age through the lens of Islamic education, the following suggestions are put forward: 1 Islamic perspectives and values should be infused into the design and implementation of AI tools to ensure they align with Islamic education. 2 AI should be designed and implemented to respect and uphold Islamic values, addressing both the spiritual and intellectual needs of students. 3 There is a need to guarantee that in introducing AI technology to Islamic educational environments or in any other educational institutions, there will be no existence of a digital divide so as to guarantee equal access to these resources. 4 Islamic Educators need to be empowered to use AI confidently and creatively in their classrooms. 5 There is a need for effective stakeholder’s engagement which is fundamental at each step, that is, whether or not integrating and applying AI in Islamic education settings.

    Navigating the Digital Age: Ethical Implications of Technological Advancement from the Perspective of Islamic Education Reason · 2026 · DOI

  • The paper identifies that sustainability implementation remains fragmented and inconsistent across culturally diverse contexts like Indonesia, yet no comparative analysis exists examining how different national, regional, or institutional contexts require tailored AI integration approaches in Islamic education based on specific cultural, theological, and infrastructural variables.

    INTEGRATING ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION: ETHICAL, PEDAGOGICAL, AND SUSTAINABILITY PERSPECTIVES · 2026 · DOI

  • Professional development programs for Islamic educators to build technical skills and ethical literacy in AI tool application aligned with Islamic principles are recommended, but no curriculum frameworks, training duration specifications, assessment metrics for ethical reasoning, or effectiveness measures for such programs exist in the literature.

    INTEGRATING ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION: ETHICAL, PEDAGOGICAL, AND SUSTAINABILITY PERSPECTIVES · 2026 · DOI

  • Open-source AI platforms with multilingual and multicultural capabilities for Islamic education are proposed as solutions for global collaboration and accessibility across the ummah, but no existing platforms with these specifications have been developed, tested, or validated across diverse linguistic and cultural Islamic educational contexts.

    INTEGRATING ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION: ETHICAL, PEDAGOGICAL, AND SUSTAINABILITY PERSPECTIVES · 2026 · DOI

  • Community-driven innovation in AI tool development for Islamic education (demonstrated by Alhajj et al., 2024 with localized Qur'anic tools) shows improved adoption rates, but longitudinal studies measuring academic performance outcomes, spiritual growth indicators, ethical reasoning development, and student-teacher interaction quality from these co-created AI tools are absent.

    INTEGRATING ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION: ETHICAL, PEDAGOGICAL, AND SUSTAINABILITY PERSPECTIVES · 2026 · DOI

  • While Mudrik et al. (2024) identify infrastructure deficits in rural madrasahs, there is no empirical data quantifying internet connectivity gaps, device obsolescence rates, or technical support availability across different Islamic educational institutions in rural versus urban contexts. Specific benchmarks for digital infrastructure requirements tailored to Islamic pedagogy are needed.

    INTEGRATING ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION: ETHICAL, PEDAGOGICAL, AND SUSTAINABILITY PERSPECTIVES · 2026 · DOI

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143 open questions have been extracted from the limitations and future-work passages of 2,536 Education and Islamic Studies papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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