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Badawi, Habib

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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

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

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.

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

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.

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