Ethical Curriculum Development: Insights From Islamic Epistemology Towards Sustainable Development Goals (SDGs)
DOI:
https://doi.org/10.23917/profetika.v25i02.7306Keywords:
ethical curriculum, islamic epistemology, sustainable development goals (sdgs), education reform, holistic learningAbstract
Objective: This study aims to explore the integration of Islamic epistemology in ethical curriculum development to support the achievement of Sustainable Development Goals (SDGs). The research focuses on aligning ethical values derived from Islamic teachings with modern educational practices, offering a transformative framework that contributes to global sustainability goals. The study emphasizes the importance of integrating ethical principles, such as justice (adl), beneficence (ihsan), and accountability (amanah), into curriculum design to foster responsible global citizens. Theoretical framework: The theoretical framework combines Islamic epistemological principles with the humanistic educational model, illustrating how ethical dimensions can shape pedagogy, learning outcomes, and societal impact. Literature Review: The literature review highlights the convergence of ethical frameworks in Islamic education with contemporary educational theories. Key references include works on Islamic epistemology, ethics, and SDG-related educational initiatives. This review identifies gaps in current curriculum models that fail to emphasize ethical values as foundational elements. Methods: A qualitative research method was employed, involving content analysis of Islamic epistemological texts, curriculum policies, and case studies from Islamic educational institutions. Data were gathered through document analysis and interviews with curriculum experts, educators, and policymakers. Results: The findings reveal that integrating Islamic epistemology into curriculum development fosters holistic education, bridging spiritual, intellectual, and social dimensions. Such integration enhances moral responsibility, critical thinking, and sustainable practices among learners. Implications: The implications of this study are significant for policymakers and educators seeking to design curricula that align with SDG principles. By emphasizing ethical values, the proposed framework promotes inclusivity, environmental stewardship, and social justice, directly contributing to Goals 4 (Quality Education) and 16 (Peace, Justice, and Strong Institutions). Novelty: The study's novelty lies in offering a structured approach to ethical curriculum development grounded in Islamic epistemology, addressing both spiritual and material dimensions of education. It advocates for a paradigm shift where ethics is not merely an addition but a core component of curriculum design.
References
J. Cogan, “Educating World Citizens: Toward Multinational Curriculum Development,” vol. 36, no. 2, pp. 117–145, 1999, https://doi.org/10.3102/00028312036002117.
N. Gul, “Foundations of Indian and Muslim Epistemology: a General Overview,” Indones. J. Interdiscip. Islam. Stud., vol. 4, no. 2, pp. 57–75, 2021, https://doi.org/10.20885/ijiis.vol4.iss2.art4.
M. Azram, “Epistemology -An Islamic Perspective,” IIUM Eng. J., vol. 12, no. 5, pp. 179–187, 2012, https://doi.org/10.31436/iiumej.v12i5.240.
N. Jannah Hassan, “Integrating Qur’Ᾱnic Worldview And Natural Science: A Framework For Islamic Secondary Schools,” Journal of Education and Social Sciences, vol. 9, no. 3. pp. 112–120, 2018.
V. Alapján-, “Learning Analytics: Ethical Issues and Dilemmas,” pp. 1–23, 2016.
Mohammad Chowdhury, “Emphasizing Morals, Values, Ethics, and Character Education in Science Education and Science Teaching.,” Malaysian Online J. Educ. Sci., vol. 4, no. 2, pp. 1–16, 2016.
E. Chukwu, A. Adu-Baah, M. Niaz, U. Nwagwu, and M. U. Chukwu, “International Journal of Multidisciplinary Sciences and Arts Navigating Ethical Supply Chains: The Intersection of Diplomatic Management and Theological Ethics,” vol. 02, no. 01, pp. 127–139, 2023, https://doi.org/10.47709/ijmdsa.v2i1.2874.
P. Kumar, “The Role of Ethics and Moral Values in Teaching: A Comprehensive Examination,” Shodh Sari-An Int. Multidiscip. J., vol. 03, no. 01, pp. 99–112, 2024, https://doi.org/10.59231/SARI7659.
T. Ramadan, “Radical Reform: Islamic Ethics and Liberation.” Oxford University Press, United Kingdom, 2009, https://doi.org/10.1093/acprof:oso/9780195331714.001.0001.
S. Muhammad and A.-F. S. Approach, “Social & Behavioural Sciences INCoH 2017 The Second International Conference on Humanities Implementation Of Human Development Based On,” 2019.
S. H. Nasr, Islamic Philosophy from its Origin to the Present Philosophy in the Land of Prophecy.
M. Watson, V. Battistich, and D. Solomon, “Enhancing students’ social and ethical development in schools: An intervention program and its effects,” Int. J. Educ. Res., vol. 27, no. 7, pp. 571–586, 1998, https://doi.org/10.1016/S0883-0355(97)00055-4.
L. Nucci and E. Turiel, “Capturing the complexity of moral development and education,” Mind, Brain, Educ., vol. 3, no. 3, pp. 151–159, 2009, https://doi.org/10.1111/j.1751-228X.2009.01065.x.
J. M. Halstead and M. J. Taylor, “Learning and Teaching about Values: A review of recent research,” Cambridge J. Educ., vol. 30, no. 2, pp. 169–202, 2000, https://doi.org/10.1080/713657146.
J. Guthrie and L. Parke, “Accounting, Auditing & Accountability Journal,” Qual. Res. Account. Manag., vol. 9, no. 3, pp. 76–79, 2012, https://doi.org/10.1108/qram.2012.31409caa.006.
A. I. A. Kabir, “The Qur’ānic Approach to the Inculcation of Moral.pdf,” QURANICA, International journal of Quuranic Research., vol. 5, no. 2. pp. 15–32, 2013.
M. A. Ibrahim, “Ulum Al-Quran Course in Higher Education Institutions: a Comparative Study of Selected Public Universities in Malaysia,” Adved 2016 Int. Conf. Adv. Educ. Soc. Sci., no. 6, pp. 685–690, 2016, [Online]. Available: https://publons.com/publon/27992520/
M. H. Salleh, “The Integrated Islamic Education ,” Singapore Islam. Educ. Syst. SIES Semin., pp. 1–13, 2009.
S. Shah, “Educational leadership: An Islamic perspective,” Br. Educ. Res. J., vol. 32, no. 3, pp. 363–385, 2006, https://doi.org/10.1080/01411920600635403.
Y. M. Faruqi, “Islamic view of nature and values: Could these be the answer to building bridges between modern science and Islamic science,” Int. Educ. J., vol. 8, no. 2, pp. 461–469, 2007.
J. M. Halstead, “Islamic values: A distinctive framework for moral education?” J. Moral Educ., vol. 36, no. 3, pp. 283–296, 2007, https://doi.org/10.1080/03057240701643056.
C. Holland, C. Mulcahy, F. Besong, and M. Judge, “Ethical-values pedagogical model,” J. Teach. Educ. Sustain., vol. 14, no. 2, pp. 41–53, 2012, https://doi.org/10.2478/v10099-012-0008-6.
J. Van Dalen, “Experiential learning,” Clin. Commun. Med., vol. 2, no. 4, pp. 193–199, 2015, https://doi.org/10.1002/9781118728130.ch30.
D. Ilham et al., “Caring Values in Islamic Religious and Moral Education on Merdeka Belajar Curriculum: A Study of Fifth-Grade Student and Teacher Books,” AL-ISHLAH J. Pendidik., vol. 15, no. 4, pp. 4626–4639, 2023, https://doi.org/10.35445/alishlah.v15i4.3763.
A. Almajed, V. Skinner, R. Peterson, and T. Winning, “Collaborative learning: Students’ perspectives on how learning happens,” Interdiscip. J. Probl. Learn., vol. 10, no. 2, 2016, https://doi.org/10.7771/1541-5015.1601.
D. D. Suthers, E. E. Toth, and A. Weiner, “An integrated approach to implementing collaborative inquiry in the classroom,” pp. 275–282, 1997, https://doi.org/10.3115/1599773.1599807.
K. Schmoelz, A. Wren, H. Stouraitis, E. Scaltsas, T. Alexopoulos, and C. Aichhorn, “Socratic dialogue as a teaching and research method for co-creativity,” Digit. Cult. Educ., vol. 8, no. 2, pp. 154–68, 2016, [Online]. Available: http://www.digitalcultureandeducation.com/URL:http://www.digitalcultureandeducation.com/cms/wp-content/uploads/2016/07/stenning.et.al.pdf
H. M. Altorf, “Dialogue and discussion: Reflections on a Socratic method,” Arts Humanit. High. Educ., vol. 18, no. 1, pp. 60–75, 2019, https://doi.org/10.1177/1474022216670607.
S. F. Dalim, A. S. Ishak, and L. M. Hamzah, “Promoting Students’ Critical Thinking through Socratic Method: Views and Challenges,” Asian J. Univ. Educ., vol. 18, no. 4, pp. 1034–1047, 2022, https://doi.org/10.24191/ajue.v18i4.20012.
“Analyzing The Roles And Challenges In Shaping The Islamic Identity Of,” vol. 2, no. 2, pp. 474–487, 2024.
B. Egbo, “Teacher Capacity Building and Effective Teaching and Learning: A Seamless Connection,” Mediterr. J. Soc. Sci., vol. 2, no. 5, pp. 11–17, 2011, [Online]. Available: http://www.mcser.org/journal/index.php/mjss/article/view/7286
O. A. Kareem, K. W. Bing, K. Jusoff, M. Awang, and J. N. Yunus, “Teacher capacity building in teaching and learning: The changing role of school leadership,” Acad. Leadersh., vol. 9, no. 1, pp. 111–117, 2011, https://doi.org/10.58809/BKAY8655.
J. Murphy, Improving the Effectiveness of Educational Development: Concerns, Constraints and Recommendations, vol. 13, no. 2. 1994. https://doi.org/10.1080/0729436940130211.
S. O. Oyediran-Tidings, E. M. Ondari-Okemwa, and F. H. Nekhwevha, “Information needs and constraints of access to educational information in the Fort Beaufort education district,” South African J. Educ., vol. 39, no. December, pp. 1–10, 2019, https://doi.org/10.15700/saje.v39ns2a1652.
C. Bjartveit and C. Kinzel, “Navigating Power and Subjectivity: Cultural Diversity and Transcultural Curriculum in Early Childhood Education,” J. Child. Stud., vol. 44, no. 1, pp. 80–91, 2019, https://doi.org/10.18357/jcs.v44i1.18779.
I. Rahayu, H. Ardiyanti, L. Judijanto, A. Hamid, and E. S. Bani-Domi, “Ethical Dilemmas and Moral Frameworks: Navigating The Integration Of Artificial Intelligence In Islamic Societies,” Int. J. Teach. Learn., vol. 1, no. 3, pp. 171–183, 2023, [Online]. Available: https://injotel.org/index.php/12/article/view/16/28
A. Sabic-El-Rayess, “Epistemological shifts in knowledge and education in Islam: A new perspective on the emergence of radicalization amongst Muslims,” Int. J. Educ. Dev., vol. 73, no. November 2019, p. 102148, 2020, https://doi.org/10.1016/j.ijedudev.2019.102148.
G. Fontana, “Religious education after conflicts: promoting social cohesion or entrenching existing cleavages?,” Compare, vol. 46, no. 5, pp. 811–831, 2016, https://doi.org/10.1080/03057925.2015.1099422.
F. Panjwani, “Fazlur Rahman and the search for authentic Islamic education: A critical appreciation,” Curric. Inq., vol. 42, no. 1, pp. 33–55, 2012, https://doi.org/10.1111/j.1467-873X.2011.00574.x.
Mohammad Mizan Habibi, “Islamic Education Curriculum Framework Development Based On Multicultural Values,” IIER Int. Conf. , no. March, pp. 41–44, 2017.
M. A. Runco, The continuous nature of moral creativity. 2009. https://doi.org/10.1007/978-0-387-89368-6_7.
S. Franch, “Global citizenship education: A new ‘moral pedagogy’ for the 21st century?” Eur. Educ. Res. J., vol. 19, no. 6, pp. 506–524, 2020, https://doi.org/10.1177/1474904120929103.
Submitted
Accepted
Published
Issue
Section
License
Copyright (c) 2024 Muhammad Abuzar, Mahmudulhassan, Saif Uddin Ahmed Khondoker
This work is licensed under a Creative Commons Attribution 4.0 International License.
