Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal Journal of Islamic Law and Legal Studies Edu Spectrum: Journal of Multidimensional Education
Babayev, Aydin Anar
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Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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A Maqasid al-Shariah Framework for Fintech and Digital Asset Regulation in Muslim Jurisdictions Azizov, Elman; Azizov, Adalat; Azizli, Aytan; Babayev, Aydin Anar
Journal of Islamic Law and Legal Studies Vol 2 No 2 (2025): Journal of Islamic Law and Legal Studies
Publisher : Mabadi Iqtishad Al Islami

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70063/jills.v2i2.119

Abstract

This study examines how a Maqasid al-Shariah framework can provide a holistic and ethically grounded foundation for regulating fintech and digital assets across Muslim jurisdictions. Drawing upon classical Islamic legal sources and contemporary fintech literature, the research employs a qualitative library-based methodology to analyze how principles such as ḥifẓ al-māl (protection of wealth), maslahah (public welfare), and harm prevention can guide effective oversight of emerging technologies. Findings indicate that rapid digital financial innovation—particularly involving AI-driven platforms, blockchain systems, P2P lending, crypto-assets, and digital banking—poses significant regulatory challenges related to Shariah compliance, cybersecurity, financial stability, and consumer protection. Muslim jurisdictions face fragmented regulatory structures, inconsistent Shariah interpretations, and limited digital literacy, which hinder the development of cohesive governance frameworks. Integrating Maqasid al-Shariah provides an ethical compass to balance innovation with justice, transparency, accountability, and socio-economic welfare. The study highlights the need for harmonized cross-border standards, robust Shariah governance systems, AI ethics protocols, and regulatory sandboxes tailored to Islamic fintech. Ultimately, the Maqasid framework offers a dynamic and future-ready model for guiding digital finance ecosystems towards ethical resilience, social justice, and sustainable development.
Reimagining Educational Psychology and Pedagogical Innovation through AI-Driven Personalized Learning in Global Education Settings Jimenez, Ricardo S.; Babayev, Aydin Anar; Aliyeva, Zhala Rahman; Abdullayev, Kamran
Edu Spectrum: Journal of Multidimensional Education Vol. 2 No. 2 (2025): Edu Spectrum: Journal of Multidimensional Education
Publisher : Pusat Riset dan Inovasi Nasional Mabadi Iqtishad Al Islami

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70063/eduspectrum.v2i2.128

Abstract

This study examines how AI-driven personalized learning is reshaping educational psychology and pedagogical innovation across global learning environments. Using a qualitative methodology supported by library research and content analysis, the article synthesizes contemporary literature on adaptive learning systems, intelligent tutoring technologies, and real-time feedback mechanisms. Findings reveal that AI significantly reconfigures cognitive processes by providing individualized learning pathways, dynamic assessments, and continuous feedback that strengthen metacognitive skills and learner autonomy. The study further identifies the transformative role of AI in redefining student motivation, reinforcing self-regulated learning, and enhancing engagement through adaptive challenges and gamification elements. Pedagogically, AI shifts teachers’ professional identities toward roles as facilitators, data interpreters, and learning designers, underscoring the need for robust digital literacy and ongoing professional development. Additionally, AI implementation is shaped by cultural nuances and equity concerns, particularly regarding access, inclusivity, and algorithmic fairness. Ethical considerations related to data privacy, transparency, and student well-being are essential for sustainable AI integration. Overall, this study highlights AI’s potential to advance personalized learning while emphasizing the need for ethical, human-centered frameworks that protect learners and ensure equitable educational transformation.
Co-Authors Abdullayev, Kamran Aliyeva, Zhala Rahman Azizli, Aytan Azizov, Adalat Azizov, Elman Jimenez, Ricardo S.