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The Role of Islamic Education in Enhancing 21st Century Skills: Focusing on Critical Thinking, Creativity, and Collaboration in Digital Era Wahab, Abdul; Ihsan, Mahlil; Dena Juang, Femi; Saldiana, Rina; Irfan Saepul Milah, Asep
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.293

This article aims to explore how Islamic education can contribute to enhancing 21st-century skills through the principles of Islamic teachings. The objective of this research is to identify how the values contained in Islamic education can support the development of the skills needed by the youth of the 21st century in digital era, such as critical thinking in problem-solving, creativity in innovation, and collaboration in working with others. This research employs a qualitative approach with a literature study method to analyze various literatures related to Islamic education and 21st-century skills. Data sources are drawn from articles, books, and Islamic education curriculum documents that integrate 21st-century skills. In the data analysis, an inductive approach is used to explore the relationship between the principles of Islamic teachings and the skills required in the modern world. The findings of this research show that Islamic education can provide a strong foundation for the development of 21st-century skills by integrating the moral and ethical principles of Islam that support character development. For example, teachings on reflective and evaluative thinking can encourage the development of critical thinking skills, while collaboration in social and religious contexts strengthens teamwork skills. The implications of these findings highlight the importance of designing an Islamic education curriculum that can effectively integrate 21st-century skills. This approach is expected to enhance the quality of Islamic education, making it more relevant to the demands of the times and preparing students to face global challenges.

Public Policy Response in Expanding National Digital Education Access in Norway Knudstad, Helene; Paulsengaard, Liv
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.350

This study analyzes Norway's public policy responses in expanding national access to digital education. Drawing from policy documents, academic literature, and institutional practices, the paper explores how Norway integrates digitalization within its educational system while maintaining its longstanding commitment to equity. The findings are organized into four themes: national strategies, inclusion and accessibility, institutional readiness, and policy effectiveness. Norway has developed comprehensive digital education strategies that embed digital literacy into curricula, enhance teacher competencies, and ensure infrastructure support. Despite significant progress, challenges persist, especially in ensuring equitable access for students with disabilities, refugees, and those in remote areas. Institutional readiness varies, with universities and urban schools leading innovation, while vocational and rural institutions lag. Moreover, evaluation mechanisms often prioritize infrastructure over learning outcomes, leading to a policy-performance gap. The study concludes that while Norway’s approach offers a strong foundation, future success depends on adaptive governance, sustainable investment, and participatory policy-making that centers pedagogy and learner diversity. These insights contribute to broader debates on how advanced welfare states can ensure inclusive, effective, and future-ready digital education.

Comparison of Romania’s Digital Education Model with Other Eastern European Countries Florina Stancu, Daniela; Andreea Munteanu, Rodica; Roxana Petrescu, Irina
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.351

This study presents a comparative analysis of Romania's digital education model in relation to other Eastern European countries, namely Poland, Hungary, the Czech Republic, and Russia. The research employs a descriptive qualitative approach, analyzing secondary data such as academic publications, government policies, and institutional reports. The findings reveal that while Romania has made significant strides in aligning its education system with European Union standards—through initiatives like SmartEDU and integration with the Bologna Process—its implementation remains inconsistent, especially in rural regions. Compared to Poland and the Czech Republic, which demonstrate strong infrastructure, decentralized governance, and sustained teacher training, Romania’s digital integration is hampered by bureaucratic inertia, infrastructure gaps, and a lack of equitable access. Hungary shows a more centralized governance model, while Russia presents significant regional disparities. Notably, Romania has shown promise in informal education, such as the Romanian Science Festival, helping bridge digital divides through community-led innovation. The paper concludes that for Romania to advance its digital education goals, it must prioritize teacher training, infrastructure development, and localized policy execution. This study contributes to understanding how post-communist education systems navigate digital transformation amid structural and socioeconomic constraints.

The Correlation of Academic Performance and Socio-Economic Background of University Students in Bangladesh Ullah, Rahmat; Chandra, Ajoy; Mahmud, Md. Sultan
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.304

This study focuses on the relationship between students' socioeconomic backgrounds and their academic success at the university level. The goals were to identify factors influencing students' academic success and analyze the connection between socio-economic status and academic achievement. A sample of 132 participants from the University of Rajshahi was chosen through simple random sampling. Structured questionnaires were distributed to the respondents. CGPAs are used to measure academic performance. In this study, factors such as parental income, education level, occupation, students' access to resources, and learning environments are considered to evaluate overall academic success. The results reveal a significant correlation between socioeconomic status (SES) and academic achievement, with students from higher SES backgrounds often performing better due to greater access to educational resources, mentorship, and stable living conditions.

The Role of Interactive Flat Panel (IFP) in Shaping Indonesia’s Digital Learning Policy: A Vision for Educational Reform in the Prabowo–Gibran Era Jayadi, Usman
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.354

This study explores the role of Interactive Flat Panels (IFPs) as transformative digital learning media in shaping Indonesia’s educational reform under the Prabowo–Gibran administration (2024–2029). The research employs a descriptive qualitative approach, synthesizing scholarly literature and education policy analyses to conceptualize how IFP integration supports national digital education goals. Globally, IFPs have been proven to enhance student engagement, learning outcomes, and teacher performance through interactive, multimedia-based instruction. Within the Indonesian context, their adoption aligns with the Merdeka Belajar and Smart Schools Indonesia initiatives, which emphasize technological equity, digital sovereignty, and 21st-century learning competencies. The findings indicate that IFPs can foster interactive and collaborative learning environments, strengthen teachers’ digital competencies, and facilitate Education 5.0 implementation nationwide. However, several barriers persist, including infrastructure inequality, limited teacher readiness, and financial constraints in public schools. Addressing these challenges requires multi-sectoral collaboration, capacity-building programs, and localized production strategies to ensure sustainability and affordability. The study concludes that IFPs are not merely instructional technologies but strategic policy instruments driving Indonesia’s digital transformation in education. Their effective integration can bridge pedagogical and technological divides, positioning Indonesia as a leader in digital learning innovation across Southeast Asia.

The Role of Islamic Education in Enhancing 21st Century Skills: Focusing on Critical Thinking, Creativity, and Collaboration in Digital Era Abdul Wahab; Mahlil Ihsan; Femi Dena Juang; Rina Saldiana; Asep Irfan Saepul Milah
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.293

This article aims to explore how Islamic education can contribute to enhancing 21st-century skills through the principles of Islamic teachings. The objective of this research is to identify how the values contained in Islamic education can support the development of the skills needed by the youth of the 21st century in digital era, such as critical thinking in problem-solving, creativity in innovation, and collaboration in working with others. This research employs a qualitative approach with a literature study method to analyze various literatures related to Islamic education and 21st-century skills. Data sources are drawn from articles, books, and Islamic education curriculum documents that integrate 21st-century skills. In the data analysis, an inductive approach is used to explore the relationship between the principles of Islamic teachings and the skills required in the modern world. The findings of this research show that Islamic education can provide a strong foundation for the development of 21st-century skills by integrating the moral and ethical principles of Islam that support character development. For example, teachings on reflective and evaluative thinking can encourage the development of critical thinking skills, while collaboration in social and religious contexts strengthens teamwork skills. The implications of these findings highlight the importance of designing an Islamic education curriculum that can effectively integrate 21st-century skills. This approach is expected to enhance the quality of Islamic education, making it more relevant to the demands of the times and preparing students to face global challenges.

The Correlation of Academic Performance and Socio-Economic Background of University Students in Bangladesh Rahmat Ullah; Ajoy Chandra; Md. Sultan Mahmud
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.304

This study focuses on the relationship between students' socioeconomic backgrounds and their academic success at the university level. The goals were to identify factors influencing students' academic success and analyze the connection between socio-economic status and academic achievement. A sample of 132 participants from the University of Rajshahi was chosen through simple random sampling. Structured questionnaires were distributed to the respondents. CGPAs are used to measure academic performance. In this study, factors such as parental income, education level, occupation, students' access to resources, and learning environments are considered to evaluate overall academic success. The results reveal a significant correlation between socioeconomic status (SES) and academic achievement, with students from higher SES backgrounds often performing better due to greater access to educational resources, mentorship, and stable living conditions.

Public Policy Response in Expanding National Digital Education Access in Norway Helene Knudstad; Liv Paulsengaard
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.350

This study analyzes Norway's public policy responses in expanding national access to digital education. Drawing from policy documents, academic literature, and institutional practices, the paper explores how Norway integrates digitalization within its educational system while maintaining its longstanding commitment to equity. The findings are organized into four themes: national strategies, inclusion and accessibility, institutional readiness, and policy effectiveness. Norway has developed comprehensive digital education strategies that embed digital literacy into curricula, enhance teacher competencies, and ensure infrastructure support. Despite significant progress, challenges persist, especially in ensuring equitable access for students with disabilities, refugees, and those in remote areas. Institutional readiness varies, with universities and urban schools leading innovation, while vocational and rural institutions lag. Moreover, evaluation mechanisms often prioritize infrastructure over learning outcomes, leading to a policy-performance gap. The study concludes that while Norway’s approach offers a strong foundation, future success depends on adaptive governance, sustainable investment, and participatory policy-making that centers pedagogy and learner diversity. These insights contribute to broader debates on how advanced welfare states can ensure inclusive, effective, and future-ready digital education.

Comparison of Romania’s Digital Education Model with Other Eastern European Countries Daniela Florina Stancu; Rodica Andreea Munteanu; Irina Roxana Petrescu
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.351

This study presents a comparative analysis of Romania's digital education model in relation to other Eastern European countries, namely Poland, Hungary, the Czech Republic, and Russia. The research employs a descriptive qualitative approach, analyzing secondary data such as academic publications, government policies, and institutional reports. The findings reveal that while Romania has made significant strides in aligning its education system with European Union standards—through initiatives like SmartEDU and integration with the Bologna Process—its implementation remains inconsistent, especially in rural regions. Compared to Poland and the Czech Republic, which demonstrate strong infrastructure, decentralized governance, and sustained teacher training, Romania’s digital integration is hampered by bureaucratic inertia, infrastructure gaps, and a lack of equitable access. Hungary shows a more centralized governance model, while Russia presents significant regional disparities. Notably, Romania has shown promise in informal education, such as the Romanian Science Festival, helping bridge digital divides through community-led innovation. The paper concludes that for Romania to advance its digital education goals, it must prioritize teacher training, infrastructure development, and localized policy execution. This study contributes to understanding how post-communist education systems navigate digital transformation amid structural and socioeconomic constraints.

The Role of Interactive Flat Panel (IFP) in Shaping Indonesia’s Digital Learning Policy: A Vision for Educational Reform in the Prabowo–Gibran Era Usman Jayadi
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.354

This study explores the role of Interactive Flat Panels (IFPs) as transformative digital learning media in shaping Indonesia’s educational reform under the Prabowo–Gibran administration (2024–2029). The research employs a descriptive qualitative approach, synthesizing scholarly literature and education policy analyses to conceptualize how IFP integration supports national digital education goals. Globally, IFPs have been proven to enhance student engagement, learning outcomes, and teacher performance through interactive, multimedia-based instruction. Within the Indonesian context, their adoption aligns with the Merdeka Belajar and Smart Schools Indonesia initiatives, which emphasize technological equity, digital sovereignty, and 21st-century learning competencies. The findings indicate that IFPs can foster interactive and collaborative learning environments, strengthen teachers’ digital competencies, and facilitate Education 5.0 implementation nationwide. However, several barriers persist, including infrastructure inequality, limited teacher readiness, and financial constraints in public schools. Addressing these challenges requires multi-sectoral collaboration, capacity-building programs, and localized production strategies to ensure sustainability and affordability. The study concludes that IFPs are not merely instructional technologies but strategic policy instruments driving Indonesia’s digital transformation in education. Their effective integration can bridge pedagogical and technological divides, positioning Indonesia as a leader in digital learning innovation across Southeast Asia.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Usman Jayadi

Contact Email
ujayadi@gmail.com

Phone
+6281238426727

Journal Mail Official
ujayadi@gmail.com

Editorial Address
Melati VIII Street Number 2 Rembiga, Selaparang District, Mataram City, West Nusa Tenggara, Indonesia 83124

Location
Kota mataram,

Nusa tenggara barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Usman Jayadi

Contact Email ujayadi@gmail.com

Phone +6281238426727

Journal Mail Official ujayadi@gmail.com

Editorial Address Melati VIII Street Number 2 Rembiga, Selaparang District, Mataram City, West Nusa Tenggara, Indonesia 83124

Location Kota mataram, Nusa tenggara barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Usman Jayadi

Contact Email
ujayadi@gmail.com

Phone
+6281238426727

Journal Mail Official
ujayadi@gmail.com

Editorial Address
Melati VIII Street Number 2 Rembiga, Selaparang District, Mataram City, West Nusa Tenggara, Indonesia 83124

Location
Kota mataram,

Nusa tenggara barat

INDONESIA