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All Journal Amorti: Jurnal Studi Islam Interdisipliner Action Research Journal Indonesia (ARJI) Journal of Education and Teacher Training Innovation (JETTI) Al Husna: Jurnal Ilmiah Pendidikan Agama Islam
Mahmoud Abdullah
University of Zawia
Religion Humanities Education Social Sciences Other

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Perceptions of Islamic Studies, Sharia, and Law Students Towards the Use of Artificial Intelligence in English Learning Safa Alrumayh; Nahid Ayad; Khuloud Alouzi; DafaAllah Ibrahim; Mahmoud Abdullah; Mohieddin Masoud; Majdy Kasheem
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.504

Abstract

The rapid advancement of Artificial Intelligence (AI) technologies is significantly transforming our understanding of educational landscapes worldwide, prompting new pedagogical models and reshaping how students interact with language learning tools. Within traditionally text-centric disciplines such as Islamic Studies, Sharia, and Law, the integration of AI into English language education presents both opportunities and challenges that warrant critical inquiry. This study investigates the perceptions, usage patterns, and pedagogical implications of AI tools in English learning among 250 students in these fields. Drawing from sociocultural learning theory and Islamic pedagogical ethics, a mixed-methods approach was employed, with quantitative data gathered through a 20-item Likert-scale questionnaire. Findings reveal positive attitudes toward AI, especially in writing improvement, vocabulary acquisition, and Arabic-English translation. Students also acknowledged AI’s utility in linking complex legal and religious concepts to English equivalents. However, responses varied on AI’s accuracy in translating fiqh and legal terminology, with concerns about interpretive limitations and doctrinal precision. Interestingly, while experts warn of AI’s contextual shortcomings, students reported low concern, suggesting a gap in AI literacy. The study highlights the need for critical pedagogical strategies that foster AI competency while maintaining ethical and theological sensitivity.
Postgraduate Students' Usage Patterns, Perceptions, and Attitudes Toward Artificial Intelligence Applications in Learning: A Case Study of the University of Zawia, Libya Abdulnasir Alsayd; Mohieddin Masoud; Mahmoud Abdullah; Naima Alzletni; Asmahan Maati; Amani Barka; Najah Baroud
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.149

Abstract

This study examines the integration and impact of Artificial Intelligence (AI) applications and tools within postgraduate programs at the University of Zawia, Libya. In the context of rapid technological advancements, higher education in Arabic-speaking regions is increasingly shaped by social, economic, and religious factors. While AI is transforming global educational practices through adaptive learning platforms, virtual tutors, and personalized experiences, its adoption in Libyan universities remains limited and underexplored particularly in relation to ethical considerations and student preparedness. Employing a mixed-methods approach, this research combines quantitative survey data from 150 postgraduate students with qualitative insights to examine levels of awareness, perceptions, challenges, and usage patterns of AI tools in academic contexts. The data were analyzed using basic statistics, mainly percentages, to identify trends that support the study’s objectives. By exploring how students utilize AI to enhance their academic performance, the study aims to offer practical recommendations to promote AI literacy, address ethical concerns, and align institutional policies with technological advancements. The findings contribute to the broader discourse on the role of AI in higher education, with a focus on sustainable integration and the preservation of academic integrity within Libya’s educational institutions.
Integrating Maqāṣid al-Sharī‘ah into Contemporary Islamic Curriculum Design for Sustainable Educational Development Goals Husna Husna; Mahmoud Abdullah; Helene Knudstad; Md. Sultan Mahmud; Khalid Abdullah Al Muzaini
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 3, No 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v3i1.28

Abstract

This study aims to examine the integration of Maqāṣid al-Sharī‘ah into contemporary Islamic curriculum design as a strategic framework for achieving Sustainable Educational Development Goals (SEDGs). The increasing complexity of global challenges, including digital transformation, environmental degradation, social inequality, moral crises, and the demands of sustainable development, requires Islamic education to adopt a more holistic and future-oriented educational paradigm. Employing a qualitative library research approach, this study analyzes recent scholarly literature, and policy documents, The findings reveal that the fundamental objectives of Maqāṣid al-Sharī‘ah namely the preservation of religion (ḥifẓ al-dīn), life (ḥifẓ al-nafs), intellect (ḥifẓ al-‘aql), lineage (ḥifẓ al-nasl), and wealth (ḥifẓ al-māl) demonstrate substantial alignment with contemporary educational sustainability principles, particularly those embodied in Sustainable Development Goal 4 concerning quality education. The study further identifies that the integration of maqāṣid into curriculum design can be operationalized through curriculum objectives, learning outcomes, pedagogical approaches, authentic assessment, ethical digital literacy, environmental education, and character development. The novelty of this research lies in proposing a conceptual framework that systematically links the dimensions of Maqāṣid al-Sharī‘ah with Sustainable Educational Development Goals, thereby creating a holistic, adaptive, and value-oriented model of Islamic curriculum development. The study concludes that maqāṣid-based curriculum design offers a transformative educational approach capable of promoting human flourishing, social justice, ethical responsibility, and sustainable development while maintaining the normative foundations of Islamic education
From Memorization to Meaning-Making: Rethinking Learning Outcomes in Contemporary Islamic Education Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 2, No 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v2i2.24

Abstract

This study explores the transformation of learning outcomes in contemporary Islamic education by examining the shift from memorization-oriented learning toward meaning-making-oriented educational practices. The purpose of the study is to analyze the theoretical foundations, educational implications, and future directions of meaningful learning within Islamic educational contexts. The research employs a qualitative library research approach through a systematic review of contemporary literature including peer-reviewed journal articles, academic books, policy reports, and educational documents. Data were analyzed using thematic content analysis to identify recurring concepts, theoretical trends, and emerging perspectives related to learning outcomes, constructivism, transformative learning, deep learning, and Islamic educational philosophy. The findings reveal that memorization remains an important foundational component of Islamic education; however, it should be integrated into broader processes of understanding (fahm), reflection (tafakkur), wisdom (ḥikmah), ethical action (‘amal), character formation (ta’dīb), and holistic development (tarbiyah). The study further demonstrates significant conceptual convergence between contemporary learning theories and classical Islamic educational principles in promoting learner agency, critical thinking, ethical reasoning, and social responsibility. The novelty of this study lies in the development of the Meaning-Making Islamic Learning Outcomes Framework (MMILOF), an integrative model that synthesizes Islamic epistemological concepts with contemporary educational theories to provide a comprehensive framework for educational reform. The study concludes that Islamic education should move beyond viewing memorization as an end goal and instead position it as a foundation for meaningful, transformative, and holistic learning.
Advancing Sustainable Development Goals through Islamic Education: A Mixed-Methods Study among Scientific Disciplines at the University of Zawia Lubnah Abdullaha; Najah Baroud; Fatima Alsaeh; Amaal kasheem; Khuloud Alouzi; Najimudin Shalghoum; Mahmoud Abdullah; Husna Nashihin
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.589

Abstract

This study examines the role of the Islamic Education as a required course in developing awareness, understanding, and behavioral intentions related to Sustainable Development among students in scientific disciplines at the University of Zawia, Libya. Although sustainability has become as a national priority in Libya and North Africa in general, higher education institutions often struggle to embed sustainability principles within curricula, especially in non-specialized general courses. Using a mixed-methods design, the study collected quantitative data from 250 students in mathematics, biology, chemistry, computer science, and physics, supported by qualitative interviews with ten lecturers teaching the Islamic Education course. Descriptive analysis of the questionnaire responses showed moderate to high levels of sustainability awareness, with the course contributing significantly to students’ ethical understanding of environmental and social responsibilities rooted in Islamic concepts. Students also evaluated the course's teaching methods positively, although they expressed their need for more applied, modern and interdisciplinary approaches. The findings further demonstrated that the course positively influenced students’ attitudes and behavioral intentions toward adopting sustainable practices in their personal and future professional careers. Thematic analysis of lecturer interviews supported these results, highlighting pedagogical strategies, challenges, and opportunities for strengthening sustainability integration. The study concludes that the Islamic Education course serves as a valuable ethical and intellectual framework for promoting sustainability among scientific majors in Libyan higher education. Recommendations include curriculum enhancement, interdisciplinary collaboration, and the development of institutional regulations to support sustainability initiatives.
Co-Authors Abdallah El-Khatib Abdulnasir Alsayd Amaal Kasheem Amani Barka Asmahan Maati DafaAllah Ibrahim Fatima Alsaeh Helene Knudstad Husna Husna Husna Nashihin Huzaiman Hushin Khalid Abdullah Al Muzaini Khuloud Alouzi Lubnah Abdullaha Majdy Kasheem Md. Sultan Mahmud Mohieddin Masoud Nahid Ayad Naima Alzletni Najah Baroud Najimudin Shalghoum Safa Alrumayh Salma Begum Yousif Mahmadov