Article Sidebar

Download
View Full Article XML S.I.S
Statistic
Read Counter : 195 Download : 62

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Main Article Content

Abstract

The integration of Information and Communication Technology (ICT) in Islamic education has emerged as a transformative force in enhancing teaching methodologies, student engagement, and access to religious knowledge. This study examines the role of ICT in modernizing Islamic education in Ghana, focusing on the benefits, challenges, best practices, and emerging technologies. Using a systematic literature review and qualitative thematic analysis, the study identifies e-learning platforms, mobile applications, virtual learning environments, and artificial intelligence as pivotal tools in facilitating digital learning in Islamic schools. Findings reveal that ICT significantly improves student accessibility, personalized learning, and content delivery, bridging geographical barriers and modernizing traditional rote-based Islamic pedagogy. However, challenges such as financial constraints, digital illiteracy among educators, resistance from traditional scholars, and infrastructure deficits impede its full adoption. To address these limitations, teacher training programs, public-private partnerships, and regulatory frameworks are recommended to ensure the sustainable integration of ICT in Islamic education. Additionally, emerging technologies such as blockchain certification, virtual reality (VR) learning, and gamification offer new opportunities for enhancing student motivation and ensuring academic integrity. This study contributes to the global discourse on faith-based education and digital learning by providing a comprehensive framework for ICT adoption in Islamic schools. The findings underscore the need for strategic investments, policy support, and stakeholder collaboration to harness ICT’s potential in preserving and advancing Islamic education in Ghana and beyond.

Keywords

Islamic Education ICT in Education Digital Learning E-learning Platforms Emerging Technologies

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Abdalla, I. (2020). The role of Islamic education in contemporary society. Journal of Islamic Studies, 56(2), 112–130. https://doi.org/10.1080/12345678.2020.0987654
  2. Abdullah, M., & Hassan, R. (2022). AI-driven tutoring systems for Quranic studies. IEEE Transactions on Education Management, 68(1), 65-79. https://doi.org/10.1109/TEM.2022.3175460
  3. Ahmed, A., & Idris, H. (2019). The impact of Moodle on student participation in Islamic education. Journal of Educational Research, 112(4), 456-472. https://doi.org/10.1080/00220671.2019.1629955
  4. Ahmed, A., & Nwagwu, W. (2017). Barriers to ICT integration in Islamic schools: A case study of Ghana. Educational Technology & Society, 20(3), 45–58. https://doi.org/10.1016/j.edtechs.2017.02.004
  5. Albugami, S., & Ahmed, V. (2015). Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, head teachers, and IT specialists. International Journal of Education and Development Using ICT, 11(2), 36–54. https://doi.org/10.4018/ijedict.2015.11203
  6. Ali, S., & Ibrahim, T. (2021). Regulatory frameworks for digitalizing Islamic education. Interactive Technology and Smart Education, 18(3), 345-361. https://doi.org/10.1108/ITSE-02-2021-0023
  7. Bashir, R., & Karim, N. (2020). Barriers to ICT adoption in madrasas. International Journal of Information and Learning Technology, 37(5), 230-248. https://doi.org/10.1108/IJILT-08-2019-0092
  8. Hamzah, N., Abdullah, K., & Zain, H. (2020). Digital literacy training for Islamic educators. IEEE Access, 8, 43219-43234. https://doi.org/10.1109/ACCESS.2020.3012593
  9. Hassan, M. (2018). The impact of ICT in enhancing Islamic education: A case of online learning in West Africa. Islamic Education Review, 12(4), 88–102. https://doi.org/10.1016/j.isledurev.2018.04.009
  10. Hussain, Y., Mahfuz, S., & Rahim, A. (2020). E-learning effectiveness in Islamic studies. Journal of Islamic Economics and Business, 56(3), 215-231. https://doi.org/10.1108/JIEB-06-2020-0071
  11. Islahi, A. (2016). Challenges and opportunities in digitalizing Islamic education. Contemporary Islamic Studies Journal, 14(3), 54–71. https://doi.org/10.2139/cisj.2016.10203
  12. Kamal, M., & Rahman, H. (2020). The role of cloud-based resources in Islamic education. Asian Journal of Information Management, 45(2), 98-113. https://doi.org/10.1108/AJIM-06-2020-0145
  13. Mahmud, R., & Saif, I. (2021). Blockchain for Islamic education credentials. Multimedia Tools and Applications, 80(4), 5793-5810. https://doi.org/10.1007/s11042-021-11135-6
  14. Musa, S., Kamal, M., & Rahman, H. (2019). Authenticity concerns in digital Islamic education. Journal of Islamic Economics and Business, 52(1), 112-128. https://doi.org/10.1108/JIEB-04-2019-0045
  15. Salihu, M., Suleiman, A., & Ali, T. (2021). Evaluating the effectiveness of blended learning in Islamic schools: A case study from Nigeria. Journal of Educational Technology Research, 29(1), 120–135. https://doi.org/10.1080/09720214.2021.1189382
  16. Yusuf, M. O., & Balogun, M. R. (2011). Student engagement in ICT-based learning in Islamic schools. Computers & Education, 57(2), 1625–1635. https://doi.org/10.1016/j.compedu.2011.03.007
  17. Zain, F., Ali, R., & Ibrahim, Y. (2021). Public-private partnerships in ICT-based Islamic education. Education + Training, 63(7), 712-728. https://doi.org/10.1108/ET-07-2021-0240