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All Journal Jurnal Pendidikan Islam Journal of Education and Teacher Training Innovation (JETTI)
Omonova, Nilufar Parda Qizi
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Education

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Integrating Islamic Pedagogy and The Sustainable Development Goals in Preparing Future Educators in Uzbekistan Khimmataliev, Dustnazar Omonovich; Rahmonova, Muqaddas Qahramonovna; Choriev, Ruzimurat Kungratovich; Abduvaliyevna, Xalikova Nargiza; Omonova, Nilufar Parda Qizi; Badalova, Barno Tajimovna; Berdalieva, Gulasal Abdukunduzovna
Jurnal Pendidikan Islam Vol 11 No 2 (2025): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v11i2.48413

Abstract

The development of students’ creative competence is a critical aspect of preparing future educators, particularly within the framework of Islamic education. This study investigates how the integration of Islamic religious education principles with the Sustainable Development Goals (SDGs) enhances students’ professional and pedagogical readiness in higher education. Employing a qualitative approach, the research involved observing pedagogical practices, analysing the curriculum, and evaluating educational outcomes across selected Islamic universities. The results revealed that incorporating Islamic educational values into learning processes nurtured creativity while fostering ethical awareness and sustainability-oriented thinking. The SDGs served as a global reference to contextualize innovation in teaching, while Islamic values grounded the process in moral and spiritual development. Students showed notable improvement in critical thinking, cultural sensitivity, and adaptability, skills essential for professional practice in dynamic educational environments. This study emphasizes the importance of holistic educational models that integrate Islamic ethical frameworks and global sustainability agendas to foster creative, responsible, and future-ready educators. The findings suggest that integrating spiritual, ethical, and sustainable perspectives into curriculum design can significantly contribute to the advancement of Islamic education in higher education institutions.
Integration of Artificial Intelligence in Inclusive Education: Comparative Analysis of Uzbekistan, CIS Countries, and International Practices Khimmataliev, Dustnazar Omonovich; Omonova, Nilufar Parda Qizi
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.242

Abstract

This comprehensive systematic review utilized the PRISMA methodology to examine 45 peer-reviewed scholarly articles meeting specific criteria: (1) published during 2021-2024, (2) concentrated on AI implementation within inclusive educational contexts, (3) comprised empirical investigations or review analyses, and (4) accessible in English language. The analysis categorizes AI implementations into three primary domains: (1) supportive technologies for accessibility (representing 40% of examined studies), (2) individualized instructional systems (accounting for 35%), and (3) administrative automation tools (comprising 25%). Artificial Intelligence represents a transformative instrument within inclusive educational frameworks, facilitating customized learning experiences and enhancing educational access for learners with diverse abilities. This investigation delivers an in-depth and methodical examination of AI's influence on inclusive pedagogy, analyzing scholarly works published from 2021 through 2024 across major academic databases including Scopus, Web of Science, and ScienceDirect. The findings demonstrate that AI strengthens accessibility via adaptive resources, including visual content interpretation for students with sight impairments and audio-textual materials for learners with auditory challenges. Furthermore, it diminishes educators' clerical burden, enabling greater dedication to instructional mentorship. Concurrently, multiple obstacles persist, encompassing limited AI competency training, infrastructural deficiencies, disparate technological access, and privacy-related ethical concerns. Ultimately, AI presents considerable opportunities for advancing inclusive education and broadening access. Nevertheless, successful implementation necessitates addressing these substantial challenges. The research presents an integrated scholarly perspective on the merits, obstacles, and future possibilities of incorporating AI within inclusive educational settings.
Co-Authors Abduvaliyevna, Xalikova Nargiza Badalova, Barno Tajimovna Berdalieva, Gulasal Abdukunduzovna Choriev, Ruzimurat Kungratovich Khimmataliev, Dustnazar Omonovich Rahmonova, Muqaddas Qahramonovna