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All Journal International Journal of Education and Digital Learning (IJEDL) Al Husna: Jurnal Ilmiah Pendidikan Agama Islam
Huzaiman Hushin
Universiti Kebangsaan Malaysia, Malaysia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Increasing Global Access to Education with Digital Technology Huzaiman Hushin
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 4 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i4.259

Abstract

Digital technology has significantly transformed the educational landscape, increasing access to education worldwide. With the rapid growth of the internet, mobile devices, and online platforms, education is no longer confined to traditional classrooms. This article explores how digital technology has opened new avenues for learning, especially for underserved populations and regions with limited educational infrastructure. By focusing on online learning platforms, Massive Open Online Courses (MOOCs), and mobile learning applications, the article examines how digital tools are democratizing education and bridging the global education gap. Additionally, the paper discusses the challenges and barriers that still exist, including digital divides, lack of infrastructure, and teacher preparedness, while also highlighting successful initiatives and case studies that have increased educational access. By leveraging the power of digital technology, education can become more inclusive, flexible, and equitable, ensuring that people from all backgrounds have the opportunity to learn and grow. The article concludes with recommendations for policymakers and educators to enhance the global impact of digital education.
Transforming Islamic Pedagogy Through Digital Innovation and Ethical Frameworks in Post-Pandemic Higher Education Systems Huzaiman Hushin
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 1, No 1 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v1i1.34

Abstract

The post-pandemic era has accelerated the digital transformation of higher education institutions worldwide, compelling Islamic higher education systems to reconsider their pedagogical approaches, technological infrastructures, and ethical foundations. This study aims to examine how Islamic pedagogy can be transformed through digital innovation while maintaining ethical principles rooted in Islamic educational philosophy. Employing a qualitative library research approach, the study analyzes recent scholarly literature, policy reports concerning digital learning, Islamic pedagogy, educational technology, and ethical frameworks in higher education. The findings indicate that digital innovation has significantly enhanced learning accessibility, pedagogical flexibility, collaborative engagement, and personalized learning experiences within Islamic higher education. However, challenges related to digital ethics, academic integrity, data privacy, technological inequality, and the preservation of Islamic values remain critical concerns. The study proposes an integrated framework that combines digital innovation with Islamic ethical principles, emphasizing responsible technology use, critical digital literacy, learner-centered pedagogy, and value-based educational practices. The novelty of this research lies in developing a conceptual model that systematically connects digital transformation, Islamic pedagogy, and ethical governance within post-pandemic higher education systems. The study concludes that sustainable educational transformation requires the integration of technological advancement with ethical and spiritual dimensions to ensure that digital innovation contributes meaningfully to holistic human development and educational excellence
Prophetic Education in the Era of Digital Transformation: Constructing a Framework for Character Development Among Muslim Students Huzaiman Hushin; Yousif Mahmadov; Markhabat Bolat; Mohammad Ahmad Bani Amer
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 3, No 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v3i1.25

Abstract

This study aims to examine the role of Prophetic Education in the era of digital transformation by constructing a comprehensive framework for character development among Muslim students. The rapid expansion of digital technologies has created both opportunities and ethical challenges that require educational systems to integrate technological competence with moral and spiritual development. The research employs a qualitative library research design through a systematic literature review including peer-reviewed journal articles, books, and policy reports. Data were analyzed using thematic content analysis to identify key concepts related to prophetic education, character formation, digital citizenship, and digital ethics. The findings reveal that prophetic values such as ṣidq (truthfulness), amānah (trustworthiness), ‘adl (justice), raḥmah (compassion), ḥikmah (wisdom), and taqwā (God-consciousness) provide a strong ethical foundation for addressing challenges in digital environments. The study further shows that these values align with contemporary frameworks of character education and digital citizenship, particularly in promoting ethical decision-making, responsible technology use, and social responsibility. The novelty of this study lies in the development of the Prophetic Digital Character Education Framework (PDCEF), an integrative model that synthesizes Islamic prophetic principles with modern educational theories to guide character development in digitally transformed learning environments. The study concludes that prophetic education offers a holistic and transformative approach to cultivating morally grounded and digitally responsible Muslim students.
Developing Critical Thinking Through Islamic Education: A Systematic Review of Contemporary Approaches Huzaiman Hushin; Yousif Mahmadov; Markhabat Bolat; Mohammad Ahmad Bani Amer
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 2, No 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v2i1.21

Abstract

This study aims to examine contemporary approaches to developing critical thinking through Islamic education by systematically reviewing recent scholarly literature. The research employs a qualitative library research design using a systematic literature review methodology. Data were collected from peer-reviewed journal articles, academic books, conference proceedings, policy reports, and educational studies. The selected literature was analyzed using thematic content analysis to identify major theoretical foundations, pedagogical approaches, challenges, and emerging trends related to critical thinking development in Islamic educational contexts. The findings reveal that Islamic education possesses substantial intellectual resources for fostering critical thinking through concepts such as ta‘aqqul (reasoning), tafakkur (reflection), ijtihad (independent reasoning), and ‘ilm (knowledge). Contemporary approaches including inquiry-based learning, reflective learning, problem-based learning, collaborative learning, dialogical pedagogy, ethical reasoning, and digital literacy have demonstrated significant potential for enhancing higher-order thinking skills. The study further finds that effective critical thinking development requires integrated efforts involving curriculum reform, teacher professional development, assessment innovation, and responsible use of educational technologies. The novelty of the study lies in the development of the Islamic Critical Thinking Development Framework (ICTDF), which synthesizes Islamic educational philosophy, critical thinking theory, constructivist learning, ethical reasoning, and digital literacy into a comprehensive conceptual model. The study concludes that Islamic education can play a significant role in cultivating intellectually capable, ethically responsible, and critically engaged learners in the twenty-first century
Co-Authors Markhabat Bolat Mohammad Ahmad Bani Amer Yousif Mahmadov