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All Journal International Journal of Education and Digital Learning (IJEDL) Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Ar-Rayyan: Journal of Islamic Education Al-Mukhlashin: Jurnal Multidisiplin Ilmu
Najeeb Yahya
University of Zawia, Libya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of Digital Education in Libya: Progress, Challenges, and Future Directions Najeeb Yahya; Mahmoud Abdullah; Mowafg Masuwd
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.307

Abstract

This article examines the development of digital education in Libya, focusing on the integration of digital technologies within the educational system and their impact on teaching and learning processes. Over the last decade, Libya has made significant strides in embracing digital tools, yet the full potential of digital education remains untapped due to various challenges. These include limited infrastructure, inadequate training programs for educators, and socio-political instability. Despite these challenges, the Libyan government and higher educational institutions have invested in ICT infrastructure and e-learning platforms, aiming to bridge the digital divide. This article reviews the current state of digital education in Libya, highlights the hurdles faced, and explores strategies for the effective implementation of e-learning systems. It also offers insights into the future prospects of digital education in Libya, with a particular focus on the higher education sector. The findings suggest that a concerted effort from policymakers, educators, and international partners is crucial to overcome existing barriers and ensure the sustainable development of digital education in the country.
Reimagining Islamic Education in the Age of Artificial Intelligence: Towards a Human-Centered Learning Framework Najeeb Yahya; Mohammad Ahmad Bani Amer; Markhabat Bolat; Muhammad Eissawy Abu El Yazid; Ahmad Faizal Syahrul Azmi; Ahmad Fauzan Akbar
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 2, No 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v2i2.17

Abstract

This study aims to examine how Islamic education can be reimagined in the age of AI through a human-centered learning framework that integrates technological innovation with Islamic educational values. The study employed a qualitative library research approach by systematically reviewing and synthesizing scholarly literature on Artificial Intelligence in Education, Human-Centered Learning, Islamic Educational Philosophy, Human-AI Collaboration, and AI Ethics. Data were collected from peer-reviewed journal articles, academic books, policy reports, and international guidelines published between 2021 and 2026 and analyzed using thematic content analysis. The findings indicate that AI has significant potential to enhance personalized learning, expand educational accessibility, improve instructional effectiveness, and support pedagogical innovation in Islamic educational institutions. However, the integration of AI also raises important concerns related to intellectual dependency, ethical governance, privacy, algorithmic bias, and the preservation of meaningful teacher–student relationships. The study further reveals that Islamic educational concepts such as tarbiyah, ta‘lim, ta’dib, and the framework of Maqāṣid al-Sharīʿah provide a strong ethical and philosophical foundation for guiding responsible AI adoption. The novelty of this study lies in the development of a Human-Centered Learning Framework for Islamic Education that integrates Human-Centered Learning Theory, Artificial Intelligence in Education, Human-AI Collaboration, Islamic Educational Philosophy, and Maqāṣid al-Sharīʿah into a unified conceptual model. The study concludes that AI should function as an augmentative educational partner that supports, rather than replaces, the intellectual, moral, and spiritual roles of educators in fostering holistic human development
Transformative Islamic Character Education through Project-Based Learning: Promoting Social Responsibility among Muslim Students Najeeb Yahya; Helene Knudstad; Md. Sultan Mahmud
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 1: Jan-Jun 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

Character education remains one of the primary objectives of Islamic education; however, conventional instructional methods often fail to provide meaningful opportunities for students to practice moral values in authentic social contexts. This study aims to evaluate the effectiveness of Project-Based Learning (PjBL) in promoting transformative Islamic character education and strengthening students' social responsibility. The research adopted a quasi-experimental design involving two comparable classes from Islamic secondary schools. Data were collected using character assessment scales, observation sheets, reflective journals, and interviews. Statistical analysis revealed that students participating in project-based learning achieved significantly higher levels of empathy, cooperation, leadership, responsibility, and civic engagement compared to those receiving conventional instruction. Students also demonstrated increased motivation to implement Islamic values through community service activities and collaborative social projects. The findings suggest that experiential learning provides authentic opportunities for internalizing Islamic moral principles. The novelty of this study lies in integrating Project-Based Learning with Islamic character education into a transformative pedagogical framework that encourages active citizenship and sustainable community engagement
Neuroscience-Based Islamic Religious Education: Strengthening Students’ Spiritual Intelligence and Meaningful Learning Najeeb Yahya; Helene Knudstad; Md. Sultan Mahmud
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 2: Juli-Des 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

Recent advances in neuroscience have provided valuable insights into how the brain processes learning, memory, emotion, and moral reasoning. Despite these developments, neuroscience has rarely been integrated into Islamic Religious Education (IRE). This study aims to develop a neuroscience-based instructional model that enhances students’ spiritual intelligence and promotes meaningful learning within Islamic educational settings. A research and development (R&D) approach was employed using the ADDIE model, including needs assessment, instructional design, expert validation, limited implementation, and evaluation. Data were collected through interviews, classroom observations, expert judgment, learning achievement tests, and students’ spiritual intelligence questionnaires. The findings indicate that learning activities designed according to neuroscientific principles such as emotional engagement, reflective learning, spaced repetition, storytelling, and experiential practice significantly improve students’ conceptual understanding, long-term memory retention, emotional regulation, and spiritual awareness. Furthermore, integrating Qur’anic reflection with neuroscience-informed pedagogical strategies creates a more engaging and student-centered learning environment. The novelty of this research lies in introducing an integrative neuroscience-based Islamic learning model that combines cognitive science, affective development, and Islamic spirituality to support holistic educational outcomes in the twenty-first century
Islamic Religious Education for Mental Well-Being: Strengthening Students’ Psychological Resilience through Spiritual-Based Learning Najeeb Yahya; Mowafg Masuwd; Helene Knudstad; Md. Sultan Mahmud
Al-Mukhlashin: Jurnal Multidisiplin Ilmu 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/am.v3i1.38

Abstract

Mental health challenges among adolescents have increased considerably due to academic pressure, technological changes, and social uncertainty. Islamic Religious Education has substantial potential to contribute to students’ psychological well-being by fostering spirituality, emotional regulation, and resilience. This study aims to examine the effectiveness of spiritual-based Islamic learning in strengthening students’ mental well-being. A mixed-method research design involving 274 senior high school students was conducted. Quantitative data were obtained using standardized resilience, emotional well-being, and spiritual intelligence scales, while qualitative data were collected through interviews and reflective journals. The findings demonstrate that integrating reflective Qur’anic learning, gratitude practices, dhikr, collaborative discussions, and positive psychology significantly improves students’ resilience, emotional stability, optimism, and stress management abilities. Furthermore, students develop stronger self-awareness and healthier coping strategies for academic and social challenges. The novelty of this study is the development of a Spiritual Well-Being Learning Model, integrating Islamic spirituality with positive psychology to enhance holistic student development in Islamic Religious Education
Islamic Educational Innovation: Exploring Modern Pedagogical Approaches in Islamic Institutions and Their Impact on Students’ Cognitive and Ethical Development Mukhlis Mukhlis; Helene Knudstad; Md. Sultan Mahmud; Najeeb Yahya; Mowafg Masuwd
Al-Mukhlashin: Jurnal Multidisiplin Ilmu 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/am.v2i1.7

Abstract

Islamic educational institutions have historically played a pivotal role in shaping the intellectual and ethical development of students. This research examines modern pedagogical innovations within Islamic education systems and assesses their impact on students’ cognitive and ethical development. Through case studies of Islamic schools, universities, and other educational settings in both traditional and contemporary contexts, the study highlights the integration of Islamic principles with innovative teaching methods. The research emphasizes the role of technology, experiential learning, and student-centered approaches in fostering critical thinking, moral reasoning, and community engagement. Data collected from surveys, interviews, and classroom observations provide a comprehensive analysis of how these innovations are being implemented and their effectiveness in nurturing well-rounded individuals. The paper concludes with recommendations for further integrating modern pedagogical techniques within Islamic education, particularly in the context of global educational challenges.
Islamic Religious Education in the Digital Era: A Multidisciplinary Analysis of Pedagogy, Technology, and Ethics Fatin Nabilah Abdul Wahid; Helene Knudstad; Md. Sultan Mahmud; Najeeb Yahya; Mowafg Masuwd
Al-Mukhlashin: Jurnal Multidisiplin Ilmu Vol 2, No 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/am.v2i2.8

Abstract

The rapid expansion of digital technology has significantly transformed Islamic religious education across formal and informal learning contexts. This article explores Islamic Religious Education (IRE) in the digital era through a multidisciplinary lens, integrating pedagogy, educational technology, and ethical studies. It examines how digital tools reshape teaching strategies, learning interactions, and moral development within Islamic education. By analyzing contemporary digital practices, the study highlights both opportunities—such as increased accessibility and learner engagement—and challenges, including ethical concerns and value preservation. The findings emphasize the need for balanced integration between technological innovation and Islamic ethical principles to ensure meaningful and value-oriented learning outcomes
Towards Education 6.0: Reconstructing the Future Paradigm of Islamic Religious Education through Artificial Intelligence, Sustainability, and Spiritual Intelligence Najeeb Yahya; Mowafg Masuwd; Helene Knudstad; Md. Sultan Mahmud
Al-Mukhlashin: Jurnal Multidisiplin Ilmu Vol 1, No 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/am.v1i1.44

Abstract

Educational transformation continues to evolve beyond Education 4.0 and Society 5.0 toward the emerging concept of Education 6.0, emphasizing intelligent technologies, sustainability, global citizenship, and holistic human development. Islamic Religious Education must proactively respond to this paradigm shift while preserving its foundational spiritual and ethical principles. This study aims to reconstruct the future paradigm of Islamic Religious Education by integrating artificial intelligence, sustainability education, spiritual intelligence, and transformative pedagogy. A qualitative conceptual research design employing systematic literature review and theoretical synthesis was conducted. The findings suggest that future Islamic education should prioritize adaptive learning, AI-assisted instruction, interdisciplinary curriculum design, ecological responsibility, ethical digital citizenship, and lifelong spiritual development. The proposed framework positions Islamic education as a catalyst for producing globally competent, technologically literate, morally responsible, and spiritually grounded learners capable of addressing future societal challenges. The novelty of this study is the formulation of the Education 6.0 Islamic Learning Ecosystem, a comprehensive theoretical model integrating emerging technologies, sustainable education, human-centered innovation, and Islamic educational philosophy as the foundation for the future of Islamic Religious Education
Co-Authors Ahmad Faizal Syahrul Azmi Ahmad Fauzan Akbar Fatin Nabilah Abdul Wahid Helene Knudstad Mahmoud Abdullah Markhabat Bolat Md. Sultan Mahmud Mohammad Ahmad Bani Amer Mowafg Abrahem Masuwd Muhammad Eissawy Abu El Yazid Mukhlis Mukhlis