Journal of Islamic Studies and Education

The Relevance of Islamic Jurisprudence (Fiqh) in Tackling Modern Issues

Ahsani Takwim — 2025-10-31

This research explores the ongoing significance of Islamic law (fiqh) in tackling modern ethical challenges, including those arising from digital advancements, biotechnology, environmental changes, and shifting socio-economic frameworks. The study examine how fiqh adjusts to matters like digital financial systems, AI in medical decision-making, and bioethical challenges by integrating maqāṣid al-sharī‘ah and modern ijtihad. Utilizing a Systematic Literature Review (SLR), the research integrates fiqh with modern academic work to assess changes in methodology within Islamic law. The review highlights a notable transition from solely textual reasoning to a Maqāṣid al-Sharī‘ah that emphasizes public interest, justice, and contextual significance. Research indicates that collaborative and interdisciplinary approaches to ijtihad have become crucial for tackling complex modern ethical challenges, especially in areas that demand scientific and technological knowledge. Fiqh institutions are increasingly utilizing collective reasoning to guarantee trustworthy, evidence-based legal results. The research also underscores the increasing significance of fiqh in the ethics of the digital economy, bioethical oversight, and environmental management, where fiqh align with international standards. Despite this advancement, a significant research gap continues to exist in the practical use of Maqāṣid al-Sharī‘ah in policy, technology regulation, and actual legal decisions. In summary, the research finds that fiqh remains significantly relevant today when examined through vibrant, maqāṣid-oriented, and interdisciplinary approaches. Enhancing empirical and practical research is essential to guarantee that Islamic law remains a responsive, ethical, and solution-driven framework for addressing modern ethical challenges.

Functional Teacher Education and the Role of Islamic Studies Teacher in Promoting Holistic Development in the 21st Century

Wasilat Adigun — 2025-10-31

Functional teacher education focuses on equipping teachers with relevant skills, competencies, values, and attitudes necessary for addressing the dynamic needs of learners and society. In the 21st century, education transcends cognitive knowledge to include character formation, moral discipline, and global citizenship. Islamic Studies teacher has a vital role to play in promoting holistic development. This paper explores the significance of functional teacher education, highlighting its objectives, pedagogical frameworks, and challenges with particular reference to Islam. It further examines the roles of Islamic Studies teachers in shaping learners’ character, inculcating moral and spiritual values, and contributing to national development. It touches some of the contemporary challenges faced by teacher of Islamic Studies and thereby discusses the functionality of Islamic Studies teacher in addressing these challenges.The paper adopts a qualitative descriptive approach by integration insights from Qur’anic injunctions, Hadith, and scholarly perspectives to argue that Islamic Studies teacher must evolve beyond mere content delivery to become facilitator of value-based education.

The Role of ChatGPT and Generative AI in Shaping the Future of Islamic Teachers’ Pedagogy in Southern Pakistan

Muhammad Kashif Majeed — 2025-10-31

Generative AI tools like ChatGPT are reshaping education, yet their use in rural and religious contexts remains limited. Guided by the TPACK and Diffusion of Innovation frameworks, this quantitative study examines AI adoption and its pedagogical impact among 440 Islamic secondary school teachers in Kot Addu, Southern Pakistan. Using questionnaire data analyzed with SPSS, the study finds moderate AI adoption that supports instructional innovation and teacher–student engagement, with male teachers showing slightly higher confidence and usage than females. Despite positive effects, challenges include self-reported data bias, limited infrastructure, and cultural concerns. The findings underscore the need for targeted teacher training, culturally sensitive policies, and institutional support, while future research should explore qualitative insights and long-term educational impacts.