Islamic Character-Based Anti-Bullying Research Trends in Support of SDG 4 and SDG 16: A Bibliometric Analysis (1982–2025)
DOI:
https://doi.org/10.23917/profetika.v27i02.16192Keywords:
anti-bullying, islamic character education, sdgs, character-based interventions, multicultural educationAbstract
Objective: This study aims to systematically map global research trends on Islamic character–based anti-bullying through a bibliometric analysis and to identify underexplored research gaps in the existing literature. Theoretical framework: The study is grounded in an integrative framework combining bullying theory, character education, and Islamic ethical values as a normative basis for bullying prevention and intervention in educational contexts. Literature review: Previous studies on anti-bullying are predominantly framed within psychological and social perspectives, while the explicit incorporation of Islamic character values remains limited in the global scholarly discourse. Methods: A bibliometric approach was employed to analyze 1,188 international publications published between 1982 and 2025, focusing on publication trends, keyword co-occurrence, influential authors, countries, institutional contributions, and core journals. Results: The findings indicate a substantial growth in anti-bullying research since 2015, with publications largely dominated by developed countries and an increasing emphasis on multidisciplinary themes such as mental health, character education, and Islamic values. Implications: This study provides a strategic reference for the development of culturally and religiously grounded anti-bullying frameworks and policies that support safe and inclusive education in alignment with SDGs 4 and 16. Novelty: The novelty of this research lies in its bibliometric mapping of the intersection between anti-bullying and Islamic character values, highlighting the scarcity of empirical studies and offering new directions for future research.
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