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All Journal Islamic Studies in the World Journal Emerging Technologies in Education International Journal of Educational Narratives
Teboho Maseko
University Western Cape
Religion

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Islamizing Stem: A Curriculum Analysis of Integrating Tawhidic Values into Science Education in Malaysian Secondary Schools Chak Sothy; Teboho Maseko; Ethan Tan
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i5.3016

Abstract

Background. The global discourse on STEM education frequently centers on secular, utilitarian objectives. However, in Muslim-majority nations like Malaysia, there is a significant movement towards the “Islamization of Knowledge,” which seeks to integrate theological principles with modern science. This initiative stems from a perceived disconnect between secular scientific pedagogy and the foundational Islamic worldview (Tawhid). This study addresses the gap in understanding how these Tawhidic values are practically embedded within the official Malaysian secondary school science curriculum.. Purpose. This study aims to critically analyze the Malaysian secondary science curriculum (KSSM) to identify, map, and evaluate the extent and method of Tawhidic value integration in STEM subjects. The objective is to determine how the philosophical goal of “Islamizing STEM” is translated into pedagogical content and instructional guides for educators. Method. A qualitative content analysis design was employed. The primary data consisted of official curriculum documents, including syllabi and textbooks for Form 1-5 Physics, Chemistry, and Biology. The analysis utilized a researcher-developed coding framework based on established models of Tawhidic integration in science. This framework was applied to identify explicit, implicit, and omitted instances of value integration. Results. The analysis reveals that Tawhidic integration is present but predominantly implicit and superficial. Integration is largely confined to introductory chapters or “enrichment” sidebars, often as simple Qur’anic verses related to natural phenomena. The core scientific content (e.g., mechanics, evolution, chemical processes) largely remains a discrete, secular domain. A significant gap exists between the curriculum’s stated philosophical aims and its practical, assessable content. Conclusion. While the Malaysian curriculum aspires to Islamize STEM, its current iteration achieves only a marginal integration of Tawhidic values. This creates a “dual-narrative” curriculum, failing to achieve a genuine epistemic synthesis. To be effective, integration must move from peripheral references to a structural embedding within core scientific concepts and pedagogical practices.
The Role of Technology in Non-Formal Education in Rural South Africa Teboho Maseko; Lesedi Mokoena; Dineo Mabuza; Josefa Flores; Andres Villanueva
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2163

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Background. Non-formal education plays a significant role in rural South Africa, where formal education systems often face challenges such as limited infrastructure and financial resources. The integration of technology can help bridge these gaps, offering innovative ways to deliver education in under-resourced areas. Purpose. This study aims to explore the role of technology in enhancing non-formal education in rural South Africa, particularly focusing on its effectiveness in improving access, quality, and engagement for learners. Method. A qualitative research approach was employed, with interviews and focus group discussions conducted among educators, students, and community members in rural areas. Results. The findings reveal that technology, particularly mobile learning platforms and digital resources, has significantly enhanced accessibility to educational materials. Additionally, it has contributed to more interactive and engaging learning experiences, though challenges such as unreliable internet connectivity and limited technological skills among educators persist. Conclusion.  The study concludes that while technology has great potential to improve non-formal education in rural South Africa, efforts must be made to address the challenges of infrastructure and digital literacy.
Narrative Approaches to Teacher Agency: How Educators’ Stories Shape Educational Change Erwin Erwin; Teboho Maseko; Syafiq Amir; Saiful Fallah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2893

Abstract

Background. Teacher agency plays a crucial role in educational transformation, yet its narrative dimensions remain underexplored. This study addresses how educators' stories shape their capacity to influence professional practices and institutional policies amid reform initiatives, drawing on narrative theory to examine storytelling as a sense-making tool for navigating complex educational landscapes. Purpose. The primary aim is to investigate how teachers construct and enact professional agency through narrative structures in relation to educational change, identifying patterns across career stages and reform types to understand temporal, collective, and contextual influences on agency development. Method. Data collection included three life history interviews per participant over six months, supplemented by artifacts and researcher reflections. Analysis utilized Clandinin and Connelly's three-dimensional framework, incorporating structural, thematic, and dialogic techniques with member checking for trustworthiness. Results. Findings revealed three dominant narrative plots: progressive (heroic transformation), tragic (constrained persistence), and comedic (pragmatic improvisation). Career stage variations showed early-career teachers focusing on individual agency, mid-career on collective action, and veterans on temporal depth. Conclusion., providing a framework for understanding how stories mediate reform implementation and empower educators. This approach highlights the potential for narrative practices to foster equitable, context-sensitive transformations in education.
Co-Authors Andres Villanueva Chak Sothy Dineo Mabuza Erwin Erwin Ethan Tan Josefa Flores Lesedi Mokoena Saiful Fallah Syafiq Amir