An educator development strategy is a series of steps or approaches designed to improve the quality and ability of educators to carry out their duties professionally [1] . This strategy includes efforts to provide training, further education, and ongoing coaching for educators. Where MacPhail in his research explained the main purpose of this strategy is to ensure that educators can master teaching materials, use effective learning methods, and utilize technology to support the educational process [2] . With the right development strategy, educators can face new challenges in the world of education, such as curriculum changes and the growing needs of learners [3] .

Langdon Warren adds that educator development also includes improving skills in leadership, communication, and classroom management [4] . These competencies are important so that educators can create a conducive and enjoyable learning environment. This strategy often involves formal training, such as seminars and workshops, as well as informal coaching, such as mentoring and group discussions [5] . In practice, Adrianto added that this strategy must be tailored to the needs of individual educators and the goals of the educational institutions where they work [6] . Thus, educators not only teach but also become facilitators who are able to empower students.

As for improving professional competence, according to Maxbuba Qobilovna, it is an effort made to develop a person's abilities, skills, and knowledge in the field of work pursued [7] . Where professional competence includes technical ability, mastery of material, and special expertise relevant to job duties and responsibilities. Suchyadi added that this improvement effort aims to ensure that individuals are able to work effectively, and productively, and meet applicable professional standards [8] . With improved competencies, a professional can face job challenges that are increasingly complex and change with the times [9] .

In line with Ridei's statement, improving professional competence usually involves various activities, such as training, further education, certification, or direct experience in the field [10] . This process not only helps individuals to improve their work performance but also opens up wider career opportunities. Professional competence also involves aspects such as critical thinking, problem-solving, and appropriate decision-making [11] . Thus, the definition of educator development strategies and the improvement of professional competencies are important steps to ensure educators are able to face the evolving challenges of education. Through training, coaching, and continuous development, educators can improve their teaching quality and become effective facilitators. This approach also opens up wider career opportunities and ensures the relevance of expertise to the future demands of the profession.

As stated by Budiharso educators have an important role in producing a quality and competitive generation in society [12] . However, it is slightly different in application or in practice according to Simamora et al, where many educators face various challenges, such as limited ability to master technology, lack of renewal of learning methods, and lack of access to relevant training [13] . This often causes a gap between the competence of educators and the growing demands of education. The presentation of Beribe's research results that in the era of globalization, education requires educators who are able to adapt to curriculum changes, digital technology, and the increasingly complex and diverse needs of students [14] .

According to Szabo, educator development strategies are the main solution to overcome various problems in education [15] . Through continuing education training and ongoing coaching, educators can improve their abilities professionally [16] . In contrast to Teachers' submission the implementation of this strategy is often not optimal due to various obstacles, such as the lack of budget, the lack of appropriate training programs, and the low motivation of educators to develop themselves [17] . This statement is reinforced by Rossoni that the lack of collaboration between educational institutions, the government, and the community is also an inhibiting factor in the implementation of this development strategy [18] .

The strategy of developing educators and improving professional competence has a gap that lies in the difference between ideal needs and reality in the field. Based on the explanation, various studies above emphasize the importance of continuous training, coaching, and adjusting strategies to the needs of individual educators. However, its implementation often faces obstacles such as budget constraints, lack of relevant training programs, and low motivation of educators to participate. In addition, factors such as lack of technological mastery, curriculum changes, and diverse learner needs pose major challenges. This gap shows that although strategies have been formulated, their implementation has not been able to effectively address the demands of globalization and the complexity of education.

Thus, further research is needed to explore new approaches that are not only theoretically effective but also applicable and able to answer the needs of educators in various social and cultural contexts. This research is presented to formulate effective educator development strategies in order to improve professional competence. This research focuses on identifying the needs of educators, mastering technology, updating learning methods, and increasing collaboration between schools, the government, and the community. Thus, it is expected that the results of the research can provide applicable solutions that support the quality of learning, curriculum relevance, and educators' ability to face educational challenges in the era of globalization.

The role of Islamic educators in shaping quality education has become increasingly significant in the context of global educational reform. As the world moves toward achieving the Sustainable Development Goals (SDGs), particularly SDG 4, which emphasizes inclusive and quality education for all, there is a growing demand for educators who are professionally competent, pedagogically innovative, and ethically grounded. In this regard, the professional development of Islamic educators requires strategic planning that is aligned with both contemporary educational needs and the values embedded within Islamic teachings.

Professional competence in Islamic education goes beyond the mastery of teaching methodologies or curriculum content. It also includes spiritual integrity, moral leadership, the ability to integrate Islamic values into various learning contexts, and a commitment to continuous personal and professional growth. The development of such competencies is essential not only for achieving academic excellence but also for nurturing holistic learners who embody ethical and responsible behavior in society.

Literature on educator development often focuses on formal training, workshops, and policy-based reforms. However, in the context of Islamic education, professional development must also incorporate self-reflection, mentorship, spiritual enhancement, and community engagement. These elements serve to balance technical skill with the moral purpose of education, ensuring that Islamic educators act as both knowledge facilitators and role models.

Moreover, achieving the targets of SDG 4 requires educators to be adaptive, inclusive, and socially aware. Islamic educators must be equipped to address diverse student needs, promote equity in learning opportunities, and contribute to the development of sustainable communities. This calls for strategic initiatives that foster collaboration between educational institutions, government bodies, and religious organizations in providing access to lifelong learning, digital literacy, and value-based education.

Despite various efforts, many Islamic education systems still face challenges such as limited access to quality professional development programs, lack of standardized teacher evaluation frameworks, and minimal integration of SDG-oriented goals. Therefore, a strategic approach that aligns Islamic educator development with sustainable education principles is urgently needed.

This review underscores the importance of establishing comprehensive and contextual strategies that support Islamic educators in enhancing their professional competence. By doing so, Islamic education can become a driving force in realizing the global vision of sustainable, inclusive, and transformative education for all.

This research is related to the Development Strategy of Educators in order to Improve Professional Competence, this research uses a descriptive qualitative approach in the form of a case study with a single case study design [19]. The location of the research is Bani Hasyim Islamic Junior High School under the Bani Hasyim Foundation's Masjidil Ilmi located at Perum Persada Bhayangkara Singosari Blok L-K Pagentan Singosari Malang. The data source in this research is all the facts and figures that can be used as material to compile information. While the main data sources in research are words and actions, the rest are additional data such as documents, photographs, and others that are closely related to this research. The method that researchers use to determine informants is to use probability techniques (sampling is not based on chance) with the type of “purposive sampling and snowball sampling”.

Furthermore, the informants in this study are the Principal, Vice Principal for Curriculum, Vice Principal for Student Affairs & Facilities and Infrastructure, Head of National Examinations & Indonesian Language Teacher, English and Arabic Teachers, and Religion Teachers. Data collection is done in three ways, namely, in-depth interviews to collect information in the form of verbal words (verbal), participant observation to understand the attitudes/actions that occur, and document analysis in the form of writings, pictures, recordings, and so on. The data analysis used is interactive model analysis as proposed by Miles and Huberman data analysis begins with the process of data collection, data condensation, and data presentation and then ends with verification or conclusion drawing. The stages in this research are in the form of research stages that researchers fully carry out by working inductively. Researchers first explored the field. For more details, the stages in question can be seen in the following figure:

This study found that in order to improve the professional competence of teaching staff, SMP Islam Bani Hasyim Singoasri Malang implemented several strategies, namely education and training. Given that educators are used as role models, protectors, and guides for students. This is in line with Abbasianchavari's statement that educators must act as protectors, be compassionate towards their students, and should treat them like their own children [20] . Educators must always control, advise, and give moral messages about knowledge and the future of their students and not let them continue their studies to a higher level before mastering the previous lessons and having noble morals [21] . Meanwhile, according to Hermino, the balance of scientific development (reason) and morals (character) is something that must always be controlled by the teacher [22] .

Meanwhile, training focuses more on developing practical skills that are relevant to specific needs, both for individuals and organizations. In line with what Caeiro-Rodriguez et al. conveyed that training is designed to deepen certain abilities, for example technical, managerial, or soft skills such as communication and teamwork [23]. Meanwhile, according to Rivaldo & Nabella in the world of work, training is an effective tool to increase employee productivity and work quality [24]. Gao explained that the combination of strong education and proper training allows individuals not only to have a solid theoretical basis but also to be able to implement it effectively in real situations [25].

So further the following description of the educator development strategy applied by SMP Islam Bani Hasyim Singosari to improve professional competence, the strategy is then categorized in the following figure:

In Figure 2 above, it can be understood that: The roles of educators and training are complementary in shaping the skills of educators, especially in instilling and realizing responsibility. Educators provide a solid foundation of ethical values, morals, and professionalism that are important for educators. Meanwhile, training provides practical skills, such as creative teaching techniques, effective communication, and how to motivate learners. In line with Hui-Wen's submission that education has a theoretical basis and training as a practical guide, educators can carry out their responsibilities professionally and improve the quality of education [26].

Based on the comprehensive analysis and discussions presented in this study, it can be concluded that the Islamic Educators Development Strategy at Bani Hasyim Singosari Islamic Junior High School, Malang, plays a significant role in enhancing the professional competence of educators. This development strategy aligns with the broader goals of Sustainable Development Goals (SDGs), particularly in promoting quality education (SDG 4) and fostering lifelong learning opportunities for all. The research identifies three core strategies for developing educators to improve their professional competence effectively. First, the Education Strategy involves offering free lectures to educators. This initiative serves not only as an organizational objective but also fosters strategic and adaptive thinking among educators, enabling them to respond to dynamic educational challenges and contribute meaningfully to their institutions. This approach reflects SDG aspirations by promoting inclusive and equitable quality education. Second, the Educator Training Strategy is a structured, tiered program that ensures continuous professional development. It is implemented in three distinct levels: Level I targets new educators, providing foundational knowledge and skills; Level II focuses on enhancing the competencies of existing educators to maintain and improve teaching quality; Level III prepares selected educators for leadership roles such as Vice Principals. This tiered training system supports SDG targets related to capacity building and leadership development in education. Third, the Strategy of Cultivating and Realizing a Sense of Responsibility addresses the operational aspect of educator development. It is enacted through practical and relational approaches such as educating by teaching, encouraging, exemplifying, praising, familiarizing, and other methods that instill professional ethics and accountability. This strategy promotes a nurturing environment where educators not only enhance their skills but also develop a strong professional commitment, which is essential for sustainable educational development. In summary, the integrated approach of education, training, and responsibility cultivation creates a holistic development framework for Islamic educators. This framework not only improves professional competence but also supports the achievement of the Sustainable Development Goals by fostering competent, responsible, and adaptive educators who contribute to sustainable quality education. Thus, this strategy is crucial for advancing both individual educator growth and broader educational sustainability in line with global development agendas.

We sincerely thank all individuals and institutions who supported this research on Islamic Educator's Development Strategy in improving professional competence towards SDGs. Special gratitude is extended to the State Islamic University of Malang, Universitas Muhammadiyah Mataram, Indonesia, and Institut Pendidikan Guru Kampus Darulaman Kedah, Malaysia, for their valuable facilities and academic support throughout this study.

Hidayatussaliki, Sugeng Listyo Prabowo, and Slamet conceptualized and designed the research. Mappanyompa supervised the methodology and data analysis. Shabibah Binti Shaufit Affandi contributed to drafting and revising the manuscript. All authors read and approved the final version of the manuscript and agreed to be accountable for all aspects of the work.

The authors declare that there are no conflicts of interest regarding the publication of this research on Islamic Educator's Development Strategy in improving professional competence towards SDGs. This work was conducted independently without any commercial or financial relationships that could be perceived as influencing the results or interpretations presented in this study.