MODEL AND INSTRUCTIONAL DESIGN APPROACHES IN DIGITAL ISLAMIC EDUCATION: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.35631/IJEPC.1162038Keywords:
Digital Islamic Education, Instructional Design, ModelAbstract
The rapid expansion of digital technologies has reshaped educational practices globally, including within the domain of Islamic education, where instructional models must balance pedagogical effectiveness with religious and ethical values. Despite growing scholarly interest, research on models and instructional design approaches in digital Islamic education remains fragmented, making it difficult to identify dominant trends, gaps, and directions for future development. To address this issue, this study conducts a systematic literature review (SLR) to synthesise and critically analyse existing empirical and conceptual research on instructional design and learning models applied in digital Islamic education contexts. Guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, a comprehensive search was carried out using two major academic databases, Scopus and Web of Science, employing advanced search strings based on the keywords Model, Instructional Design, and Digital Islamic Education. The review was limited to peer-reviewed journal articles published between 2024 and 2025 to capture the most recent developments in the field. Following the identification, screening, eligibility, and quality assessment phases, a total of 20 primary studies were included for final synthesis. Thematic analysis of the selected studies resulted in the identification of three overarching themes: (1) Instructional Design and Learning Models for Digital Pedagogy, highlighting structured frameworks, engagement strategies, and learner-centred designs; (2) Digital Technologies and Immersive/Innovative Learning Environments, focusing on the use of technologies such as AI-enabled platforms, virtual and augmented reality, simulations, and MOOCs; and (3) Islamic Education Reform, Curriculum Integration, and Teacher/Assessment Capacity, emphasising curriculum alignment, teacher digital competence, assessment practices, and the integration of Islamic values in digitally mediated contexts. Overall, the findings indicate a growing shift towards integrative and value-informed instructional design approaches that leverage digital innovation while preserving the core principles of Islamic education. This review contributes a consolidated evidence base that can inform future research, policy formulation, and the development of sustainable instructional models in digital Islamic education.
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