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All Journal TATHO: International Journal of Islamic Thought and Sciences Journal of Elementary Education Research and Practice Jurnal Manajemen Pendidikan Islam
Habib Badawi
Lebanese University, Lebanon
Religion Humanities Education Social Sciences

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Artificial Intelligence in Lebanese Upper Elementary Science Classrooms: Readiness, Practices, and Pedagogical Impact Habib Badawi; Adiyono Adiyono
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/r2ajk953

Abstract

The integration of artificial intelligence (AI) into K–12 education raises urgent questions about pedagogical quality, teacher readiness, and educational equity. The present investigation examines AI readiness, classroom practices, and pedagogical impact in Lebanese upper elementary science education, a context shaped by structural inequality, fragile infrastructure, and growing educator interest in digital transformation. A convergent parallel mixed-methods design was employed, combining structured teacher surveys adapted from DigCompEdu and Technological Pedagogical Content Knowledge (TPACK)-validated instruments, systematic classroom observations, and semi-structured interviews with teachers and school leaders across public and private Lebanese schools. Findings reveal that participating teachers predominantly occupy intermediate DigCompEdu competence levels (Integrator to Expert), demonstrating functional digital competence but significant underdevelopment in higher-order AI pedagogical integration. Classroom practice predominantly relies on substitutive, Replacement-level AI use, while only a small number of better-resourced private schools implement transformative, AI-enabled science instruction. Barriers to integration are structural and systemic rather than motivational, with significant sector differences confirmed across all key competence and readiness measures. Significant equity disparities in AI access, professional development, and pedagogical impact persist across public and private school sectors. The investigation also identifies five underacknowledged pedagogical risks: teacher deskilling, the erosion of epistemic authority, generative AI hallucination hazards, algorithmic opacity in assessment, and the hidden curriculum of AI-mediated knowledge, and it argues that policymakers and practitioners must address these risks alongside structural challenges. The study further provides evidence-based policy recommendations for the Lebanese Ministry of Education, school leaders, and the research community, and outlines implications for the wider MENA region.
Interdisciplinary Humanities through Islamic Epistemology: Rethinking Japanese Curriculum Reform Habib Badawi
TATHO: International Journal of Islamic Thought and Sciences Volume 3, Issue 1 (2026)
Publisher : International Tatho Academics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70512/tatho.v3i1.79

Abstract

This study aims to reconstruct and reinterpret the reform of the interdisciplinary humanities curriculum in Japan through the perspective of Islamic thought and science. Rather than positioning Japanese educational reform as a secular model that stands alone, this study places it as a comparative mirror to reexamine the principles of Islamic epistemology, particularly the concepts of the unity of knowledge (tawḥīd al-ʿilm), the integration of revelation and reason (naql–ʿaql), and the orientation of education based on maqāṣid al-sharīʿah. This study uses a qualitative-analytical and comparative approach by analysing curriculum documents, previous empirical findings, and classical and contemporary Islamic thought. The results of the analysis show that the reform of the Japanese humanities curriculum implicitly reflects values that are in line with the Islamic intellectual tradition, such as the rejection of the fragmentation of knowledge, the affirmation of the ethical dimension in learning, the strengthening of cultural-global awareness, and transformative learning that shapes the perspectives and social responsibilities of students. These findings confirm that the integration of the humanities is not a foreign concept in Islam, but rather has strong epistemological roots in the Islamic scientific tradition
Integrating Total Quality Management and Maqāṣid al-Sharīʿah under Spiritual Prestige-Driven Transformation Taufikin Taufikin; Muhammad Shobirin; Habib Badawi
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2026): Management Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i2.368

Abstract

This study analyses how Total Quality Management (TQM) is implemented in the governance of elite Islamic boarding schools through the interaction between the Visionary, Integrated, and Prestigious (VIP) orientation and maqāṣid al-sharī'ah as an ethical control system. The study employs a qualitative approach with a multi-case study design at Pesantren Ar-Rohmah Putra Malang, IBS Ar-Rohmah Putri Malang, and Pesantren Islam Al-Irsyad Tengaran. Data were collected through document analysis, semi-structured interviews with 22 informants, and participatory observation, and were subsequently analysed using reflexive thematic analysis and cross-case comparisons. The results indicate that TQM serves as a stabilising mechanism for the quality management process through system strengthening, continuous evaluation, accountability, and evidence-based decision-making. The implementation of TQM is influenced by VIP Orientation, which reinforces strategic vision, institutional integration, and institutional legitimacy. At the same time, maqāṣid al-sharī'ah functions as an ethical control mechanism that ensures all managerial practices remain oriented toward Islamic values. The interaction of these three elements forms the Spiritual Quality Governance (SQG) framework, which integrates managerial effectiveness, institutional legitimacy, and moral-spiritual responsibility in pesantren governance. This study is limited to three elite pesantren; therefore, its results cannot yet be generalised to all types of pesantren in Indonesia. Consequently, future research is recommended to test the relevance of the SQG framework across various models of Islamic educational institutions using a comparative approach or mixed-methods design to expand its empirical validity and theoretical development
Co-Authors Adiyono Adiyono Muhammad Shobirin Taufikin Taufikin