Strengthening IRE Teacher Competencies for Character Education and SDGs Realization

Endang Switri (Department of English Education, Faculty of Teacher Training and Education, Sriwijaya University)
M. Sirozi (Department of Islamic Education, Raden Fatah State Islamic University)
Annisa Astrid (Department of English Education, Faculty of Tarbiyah and Teacher Training, Raden Fatah State Islamic University)
Rozi Irfan Rosyadi (Human Resources & School of Management Studies, Jawaharlal Nehru Technological University Hyderabad)
Meguellati Achour (University of Mohamed El Bachir El-Ibrahimi, Bordj-Bou Arreridj)
Hamidah (Department of Islamic Communication and Broadcasting, Faculty of Da'wah, Raden Fatah State Islamic University Palembang)
Muhammad Torik (Department of Sufism and Psychotherapy, Faculty of Ushuluddin, Raden Fatah State Islamic University Palembang)

Profetika: Jurnal Studi Islam
Vol. 26 No. 03 (2025): Profetika Jurnal Studi Islam 2025

Objective: This study aims to examine the role of Islamic Religious Education (IRE) teachers' competencies in integrating character education to support the achievement of Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions), in Ogan Ilir Regency. Theoretical framework: The study draws on Lickona’s character education theory (cognitive, affective, conative dimensions) and Muslich’s teacher competency framework (pedagogic, professional, personality, social aspects) for integrating character education into IRE learning. Literature review: Previous research underscores the importance of character education, its integration challenges, and the essential role of IRE teachers as moral role models, though competencies in character education vary. Methods: A mixed-methods approach was used, involving quantitative (competency tests) and qualitative (interviews, observations, document analysis) data from 70 IRE teachers in Ogan Ilir Regency. Data were analyzed with SPSS and thematic coding. Results: The study found that IRE teachers' competencies in planning and implementing character education were generally adequate, but significant gaps existed in the evaluation of character education. Most teachers demonstrated sufficient competencies in integrating character values during planning and implementation phases, but the evaluation of character education was weak, with limited use of standardized assessment tools. Implications: The study highlights that IRE teachers face challenges such as limited time, resources, and training. Novelty: This research is among the first to analyze IRE teachers' competencies in integrating character education in Ogan Ilir Regency, offering new insights into how teacher competencies support sustainable development goals in education.