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All Journal Sharia Oikonomia Law Journal Journal Emerging Technologies in Education
Ruby King
University of Tasmania

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A COMPARATIVE STUDY OF SHARIA ECONOMIC LAW AND ENGLISH COMMON LAW IN GOVERNING FINANCIAL CONTRACTS Masyhur Masyhur; Maria Clara Reyes; Ruby King
Sharia Oikonomia Law Journal Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/solj.v3i3.2610

Abstract

The proliferation of hybrid financial contracts, intended to be Sharia-compliant yet governed by English Common Law, creates significant legal ambiguities and conflicts regarding their enforceability. This study conducts a comparative doctrinal analysis to identify foundational conflicts between Sharia Economic Law and English Common Law, and to critically examine the judicial interpretation of these hybrid instruments by English courts. The research employs a qualitative, doctrinal methodology. A comparative analysis of primary legal sources including fiqh texts, statutes, AAOIFI standards, and key judicial precedents was conducted, anchored by landmark case law analysis. The findings reveal a fundamental, non-convergent divergence, particularly regarding riba (interest) and gharar  (uncertainty). The analysis confirms English courts prioritize the explicit “governing law” clause over Sharia compliance, creating a significant ‘enforcement gap’ where contractual intent is superseded by Common Law remedies. This study concludes that the prevailing legal hybridity model functions as a ‘legal fiction,’ posing systemic risks to the Islamic finance industry’s integrity. It demonstrates that the “nesting” of Sharia within Common Law is unsustainable, necessitating new “trans-systemic” legal frameworks.
Impact of Educational Technology on Student Well-being: An Australian Perspective Ruby King; Liam Wilson; Fathi Ben Slama
Journal Emerging Technologies in Education Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i1.2109

Abstract

Background. The integration of educational technology (EdTech) into Australian classrooms has accelerated over the past decade, especially in response to remote and blended learning demands. While EdTech has enhanced access, flexibility, and engagement in learning, growing concerns have emerged about its potential effects on student well-being. Purpose. This study investigates the multifaceted impact of educational technology on the psychological, emotional, and social well-being of secondary students in Australia. The research aims to assess both the benefits and risks associated with EdTech use, considering variables such as screen time, digital workload, connectivity, and social interaction. Method. A mixed-methods approach was employed, combining survey responses from 412 students across five states with in-depth interviews involving educators and school counselors. Results. The findings reveal a dual impact: while many students reported increased autonomy, engagement, and digital literacy, a significant proportion experienced digital fatigue, stress, and reduced peer interaction. The results also underscore the importance of digital balance and school-level support systems in mitigating negative outcomes. Conclusion. The study concludes that educational technology, when implemented thoughtfully and inclusively, can support student well-being but must be guided by holistic strategies that prioritize mental health and social connection alongside academic goals.
Co-Authors Fathi Ben Slama Liam Wilson Maria Clara Reyes Masyhur Masyhur