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All Journal Sibatik Journal : Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Amorti: Jurnal Studi Islam Interdisipliner
Kasheem, Amaal
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences Other

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THE ROLE OF EMOTIONAL INTELLIGENCE IN ENHANCING TEACHER-STUDENT RELATIONSHIPS IN RURAL SCHOOLS Kasheem, Amaal; Baroud, Najah; Khamis Almajri, Sumaia
SIBATIK JOURNAL: Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Vol. 4 No. 8 (2025)
Publisher : Penerbit Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/sibatik.v4i8.3158

Abstract

This study explores the role of Emotional Intelligence (EI) in enhancing teacher-student relationships in rural schools. It examines how teachers' emotional intelligence affects their interactions with students, the classroom environment, and overall student engagement and academic performance. Using a qualitative research design, the study collected data through semi-structured interviews and classroom observations with 20 teachers and 60 students from rural secondary schools. The findings reveal that teachers with high EI demonstrate stronger self-awareness, empathy, and emotional regulation, which foster positive teacher-student relationships and create emotionally supportive learning environments. Students of emotionally intelligent teachers reported feeling more engaged, confident, and academically motivated. However, the study also identified challenges faced by rural teachers, such as emotional burnout and lack of institutional support, which hindered their ability to fully apply their emotional intelligence. The study emphasizes the need for targeted professional development programs to enhance EI in teachers, especially in rural schools where socio-economic and emotional challenges are more pronounced. The results underline the importance of EI in promoting academic success and emotional well-being for students, highlighting the critical need for EI-focused teacher training to improve educational outcomes in rural settings.
Advancing Sustainable Development Goals through Islamic Education: A Mixed-Methods Study among Scientific Disciplines at the University of Zawia Abdullaha, Lubnah; Baroud, Najah; Alsaeh, Fatima; kasheem, Amaal; Alouzi, Khuloud; Shalghoum, Najimudin; Abdullah, Mahmoud
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1 Januari.589

Abstract

This study examines the role of the Islamic Education as a required course in developing awareness, understanding, and behavioral intentions related to Sustainable Development among students in scientific disciplines at the University of Zawia, Libya. Although sustainability has become as a national priority in Libya and North Africa in general, higher education institutions often struggle to embed sustainability principles within curricula, especially in non-specialized general courses. Using a mixed-methods design, the study collected quantitative data from 250 students in mathematics, biology, chemistry, computer science, and physics, supported by qualitative interviews with ten lecturers teaching the Islamic Education course. Descriptive analysis of the questionnaire responses showed moderate to high levels of sustainability awareness, with the course contributing significantly to students’ ethical understanding of environmental and social responsibilities rooted in Islamic concepts. Students also evaluated the course's teaching methods positively, although they expressed their need for more applied, modern and interdisciplinary approaches. The findings further demonstrated that the course positively influenced students’ attitudes and behavioral intentions toward adopting sustainable practices in their personal and future professional careers. Thematic analysis of lecturer interviews supported these results, highlighting pedagogical strategies, challenges, and opportunities for strengthening sustainability integration. The study concludes that the Islamic Education course serves as a valuable ethical and intellectual framework for promoting sustainability among scientific majors in Libyan higher education. Recommendations include curriculum enhancement, interdisciplinary collaboration, and the development of institutional regulations to support sustainability initiatives.
Co-Authors Abdullah, Mahmoud Abdullaha, Lubnah Alouzi, Khuloud Alrumayh, Safa Alsaeh, Eman Alsaeh, Fatima Baroud, Najah Khamis Almajri, Sumaia Shalghoum, Najimudin