Bridging Digital Competence and Ethical pedagogy among Pre Service Teachers: A Synthesis of Technology-Based Language Learning in Islamic Higher Education

Cut Raudhatul Miski (Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau)
M. Zaim (Faculty of Language and Art, State University of Padang)
Amril Amir (Faculty of Language and Art, State University of Padang)

Journal of Education Research
Vol. 7 No. 4 (2026)

Technological developments have transformed language learning into an interactive and multimodal ecosystem; however, digital integration in Islamic Religious Higher Education (PTKI) continues to face pedagogical and infrastructural challenges. This article aims to analyze innovation trends in technology-based language learning media and their relevance in strengthening the competencies of prospective English teachers at PTKI. Employing a literature synthesis approach, the study examined 22 peer-reviewed journal articles (2020–2025) retrieved from Google Scholar through structured inclusion-exclusion screening using TELL, MALL, and multimodal learning as keywords. Thematic analysis was applied to categorize findings. The synthesis identified three primary trends: (1) a marked shift toward multimodal and Mobile-Assisted Language Learning, (2) the primacy of pedagogical integration over digital tool sophistication, and (3) the urgent need for AI literacy grounded in professional ethics. The study concludes that strengthening prospective English teachers' competencies at PTKI requires developing comprehensive professional capacity to integrate digital innovations critically and responsibly in alignment with Islamic educational values.