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All Journal SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) IQRO: Journal of Islamic Education Jurnal El Tarikh: Journal of History, Culture, and Islamic Civilization Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam INSANIA : Jurnal Pemikiran Alternatif Kependidikan SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) At-Tadzkir: Islamic Education Journal Attaqwa:Jurnal Ilmu Pendidikan Islam FENOMENA: Journal of Social Science Interdisciplinary Journal of Social Sciences Edukasia Islamika: Jurnal Pendidikan Islam Journal of Elementary Education Research and Practice Journal of Islamic Civilization and Culture Review
Badawi, Habib
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Religion Arts Humanities Economics, Econometrics & Finance Education Library & Information Science Social Sciences Other

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The Twelve Days of Dissolution:Ibn Khaldun's Theory of State Cycles and the Swift Collapse of the Syrian Regime Badawi, Habib
Journal of Islamic Civilization and Culture Review Vol. 1 No. 1 (2025): Islamic Civilization: State, Identity, and Spirituality
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jiccr.v1i1.30

Abstract

This study examines the rapid collapse of the Syrian regime through the theoretical lens of Ibn Khaldun's concept of 'asabiyyah (group solidarity) and state cycles. It investigates how a seemingly stable authoritarian structure experienced sudden systemic failure within a twelve-day period. By synthesizing classical Islamic political theory with contemporary frameworks of state failure, this research provides novel insights into the mechanisms of state decay and rapid regime collapse. Through careful analysis of primary sources and theoretical frameworks from both classical Islamic and modern political theory, the study reveals that the regime's swift collapse followed patterns predicted by Ibn Khaldun's theory, particularly regarding the relationship between institutional sophistication and political vulnerability.
Artificial Intelligence in Lebanese Upper Elementary Science Classrooms: Readiness, Practices, and Pedagogical Impact Badawi, Habib; 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.
Decolonizing Emotional Scaffolding in Lebanese Ma‘āhid: Hermeneutics of Parental Reinforcement Badawi, Habib
Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ijoss.v3i1.294

Abstract

Parental emotional engagement in Lebanese Islamic boarding schools (ma’ahid) has been persistently mischaracterized in prior scholarship through culturally inappropriate terminology, obscuring the psychological and pedagogical mechanisms that underpin parent-child relationships within Beirut’s Sunni educational institutions. Existing research has largely applied Western-centric motivational frameworks without accounting for the collectivistic, honor-based, and religiously grounded structures that define these contexts. Objective: This study reconceptualizes parental emotional reinforcement within culturally appropriate theoretical frameworks by integrating Self-Determination Theory (SDT), Ricoeurian hermeneutics, and culturally responsive pedagogy, and identifies the primary mechanisms through which such reinforcement operates within Lebanese ma’ahid. Method: A qualitative hermeneutic-phenomenological design (Van Manen, 2016) was employed across three schools in Sunni-dominated districts of Beirut (Tariq al-Jdideh and Mazraa), involving 30 students (ages 13–18) and 40 parents. Data were collected through structured observations, systematic document analysis of parental letters and institutional communications, and digital ethnography of school-approved messaging platforms, then analyzed using Ricoeur’s three-level hermeneutic triad framework. Results: Parental emotional support operates through three primary mechanisms: (1) verbal affirmation anchored within religious and sharaf (family honor) discourse; (2) religious validation connecting academic perseverance to spiritual purpose and family dignity; and (3) future-oriented hope linking present effort to comprehensive life goals. These mechanisms fulfill SDT’s psychological needs autonomy, competence, and relatedness through culturally specific expressions that extend SDT beyond its original Western individualistic assumptions into collectivistic, religiously grounded motivational frameworks. Implications: This research offers a theoretically rigorous, culturally responsive framework for understanding emotional support in Lebanese Islamic educational contexts, contributing to the decolonization of educational psychology and demonstrating that fundamental psychological needs can be authentically fulfilled through non-Western cultural mechanisms.
Integrative Humanities Education: Japan’s Interdisciplinary Curriculum Reform and Its Implications for Global Educational Paradigms Badawi, Habib
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9547

Abstract

This study investigates the effectiveness of Japan’s integrated secondary humanities curriculum—combining history, geography, ethics, and social sciences—in fostering critical thinking, cultural competence, and holistic understanding. Employing a convergent parallel mixed-methods design, the study engaged 500 high school students (ages 15–18) and 50 teachers across ten purposively selected schools representing diverse urban, rural, and socioeconomic contexts in Japan. Quantitative findings demonstrated statistically significant gains in critical thinking (Watson-Glaser Appraisal: d = 0.71, p < .001) and cultural competence (Cultural Intelligence Scale: d = 0.84, p < .001), alongside a 9% average improvement in overall GPA. Qualitative analysis—drawing on semi-structured interviews, classroom observations, focus groups, and reflective essays—revealed enhanced interdisciplinary reasoning, improved perspective-taking, and heightened student motivation, while identifying teacher professional development as a key implementation challenge. These findings affirm the viability of constructivist, interdisciplinary curriculum models for preparing secondary students for globalized society and offer transferable insights for educational reform in comparable national contexts.
Co-Authors Abrahem Masuwd, Mowafg Adeoye, Moses Adeleke Adiyono Ahmad Falah Badawi, Ghina Harun, Makmur Sholihuddin, Moh. Sri Nurhayati Sri Nurhayati taufikin, taufikin