<![CDATA[This study examines teachers’ strategies in internalizing students’ awareness of Dhuhr prayer worship within the context of Islamic Religious Education. The study is based on the assumption that religious practice in schools should not only emphasize behavioural compliance but also develop students’ understanding, personal commitment, and spiritual awareness. A qualitative case study approach was employed to explore how teachers plan, implement, and evaluate strategies for strengthening students’ prayer awareness. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving Islamic Religious Education teachers, school leaders, and students. Data were analysed using reflexive thematic analysis to identify patterns related to teacher practices and students’ religious development. The findings reveal five main strategies: teacher exemplarity, structured habituation, meaning-oriented religious instruction, supportive supervision, and collective involvement. These strategies contribute to a gradual transformation from externally controlled participation toward autonomous and meaningful worship practices. The study highlights that effective prayer internalization requires integration between consistent teacher modelling, school religious culture, reflective learning, and cooperation among school stakeholders. This research contributes to Islamic Religious Education studies by proposing an integrated framework for understanding how teachers transform Dhuhr prayer from a compulsory school activity into a personally meaningful religious commitment.]]>
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