Contemporary Islamic Educational Theory in Responding to the Challenges of Digital Education
DOI:
https://doi.org/10.64540/7srw6433Keywords:
Contemporary Islamic Education, Challenges of Digital Education, Ta’dib, and Ta’lim, Digital Literacy, Digital EthicsAbstract
The transformation of education in the digital era necessitates a reorientation of Islamic educational theory to ensure its continued relevance in the face of technological developments. This study aims to analyze the literature on contemporary Islamic educational theory in responding to the challenges of digital education and to formulate a conceptual framework capable of integrating the values of spirituality with digital literacy and digital ethics. The study employs a library research approach using qualitative document analysis. Data were obtained from primary sources, including classical Islamic texts and works by prominent Islamic education scholars, as well as secondary sources consisting of journal articles, books, and policy reports. The data were analyzed using content analysis and thematic analysis techniques, with validity ensured through source triangulation and peer debriefing. The findings indicate that classical Islamic educational concepts, such as tarbiyah, ta’dib, and ta’lim, need to be reinterpreted within the digital context. The main finding highlights the need to integrate Islamic epistemology with digital literacy, along with an emphasis on digital ethics as a guideline for interaction. This study produces a conceptual synthesis in the form of a digital Islamic education model based on three main pillars: spirituality, digital literacy, and digital ethics. The significance of this study lies in its contribution to the development of Islamic educational theories, concepts, and practices that are capable of addressing global challenges while maintaining the integrity of Islamic values.
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