Challenges and Requirements of Values Education in the Digital Environment from an Islamic Perspective
DOI:
https://doi.org/10.54582/TSJ.2.2.168Keywords:
Values Education, Digital Environment, Islamic Education, School Curricula, TeacherAbstract
This study aims to identify the Islamic foundations of values education in the digital environment, analyze the challenges of its application, derive the requirements for responding to them, and prepare a proposed educational framework for general education. It adopted a descriptive-analytical method through a question-guided critical documentary review, drawing educational applications from Qur’anic texts, authentic hadiths, and specific exegeses, benefiting from Arab and foreign studies and institutional documents. It addressed eight distinct concepts: truthfulness, verification, trustworthiness, responsibility, respect for dignity, privacy, justice, and respect for rights. The study concludes that Islamic foundations guide responsible dealing with information, persons, and rights; and that the challenges of their application relate to the reliability and attribution of content, the consequences of its circulation, the protection of dignity and privacy, and fairness of participation and preservation of rights. The requirements for response consist in the consistency of learning outcomes, content, activities, and assessment, developing teacher competencies, and providing school support. The study presents a framework linking the value principle with the situation, learning objective, activity, and performance guide, along with a model for an educational activity and preliminary assessment rubrics. It emphasizes the distinction between the presence of the value in content, understanding it, reasoning about it, and practicing it. It recommends reviewing curricula and teacher guides, developing professional preparation and Arabic resources, and taking into account disparities in capabilities. The framework remains a theoretical outcome that requires arbitration, exploratory application, and impact testing, in light of the selectivity of sources, the variation of their contexts, and the limited access to some of their full texts.
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