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

Wasilat Adigun

doi:10.63120/jise.v4i1.78

Authors

Wasilat Adigun
Bamidele Olumilua University of Education, Science and Technology, Ikere, Nigeria

DOI:

https://doi.org/10.63120/jise.v4i1.78

Keywords:

Functional teacher education, Islamic Studies teacher, holistic development, pedagogy, teacher roles, 21st-century education

Abstract

Functional teacher education equips educators with the skills, competencies, and professional values required to address the educational and societal demands of the 21st century. Despite Islam’s emphasis on knowledge acquisition and character formation, many Islamic Studies teachers in Nigerian schools and teacher-training institutions remain insufficiently prepared for contemporary challenges. Key constraints include outdated curricula, shortages of professionally trained teachers, limited integration of digital pedagogical tools, and weak in-service professional development systems. These shortcomings restrict the potential of Islamic Studies to contribute meaningfully to national development, social cohesion, and the cultivation of critical thinking skills essential for modern learners. In the context of rapid social change, technological advancement, and rising youth unemployment, the gap between current instructional practices and societal needs has widened, highlighting the urgency for reform in Islamic Studies teacher education. This study examines the role of Islamic Studies teachers in promoting students’ holistic development moral, spiritual, cognitive, and socio-economic through the integration of functional teacher education with Islamic pedagogical principles. Using a descriptive research design, data were collected from 270 respondents in Kwara State, Nigeria, and analyzed thematically. The findings suggest that strengthening Islamic Studies teacher education through functional approaches and continuous pedagogical support can enhance the subject’s relevance and contribution to moral rejuvenation, socio-economic resilience, and sustainable national development.

Downloads

Download data is not yet available.

References

Abubakar, T. A., Abdullah, A. H., Ubale, A. Z., & Embong, R. (2016). Islamic education and the implication of educational dualism. Social Sciences (Pakistan), 11(2), 156–163. https://doi.org/10.3923/sscience.2016.156.163

Adel, D. F. B. (2019). Pulling Back the Curtain ’ The Relationship between Teacher Quality and Students’ Educational Outcomes and Its Effect on the Communities Issues. Proceedings of International Conference on Research in Education and Science, 5(1), 89–108. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150711044&partnerID=40&md5=8a53c162feb1803cc97f20a02515807d

Akomolafe, O. D., Osiesi, M. P., Blignaut, S., Olayiwola-Adedoja, T. O., Olatunbosun, S. O., & Olayinka, F. O. (2025). Online Teaching in Nigerian Universities: Assessing Lecturers’ Attitudes, Competencies, and Professional Development Needs and Supports. International Journal of Technologies in Learning, 32(1), 129–157. https://doi.org/10.18848/2327-0144/CGP/v32i01/129-157

Al-Fozaie, M. T. (2023). Behavior, religion, & socio-economic development: a synthesized theoretical framework. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01702-1

Alege, B. A., & Afolabi, S. O. (2011). Survey of teachers’ use of computer/internet in secondary schools in south west Nigeria. Proceedings of the European Conference on Games-Based Learning, 1, 8–15. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938565072&partnerID=40&md5=fcf1135f4d5ae4642081a5fa00aedbbf

Amin, S. M., Hanafiah, M., Sabirin, M. I., Zalikha, S., & Hadi, M. (2025). Strengthening Muslim Family Faith and the Importance of Da’wah in the Digital Age: Insights from Scholars of Al-Aziziyah Samalanga Islamic Boarding School through the Lens of Islamic Philosophy. El-Usrah, 8(1), 406–427. https://doi.org/10.22373/q48epp30

Amzat, I. H. (2022). Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers. In Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers. https://doi.org/10.4324/9781003193432

Anwar, S., Sukisno, S., Waston, W., Nirwana, A., Utami, Y., Reistanti, A. P., Nurhantanto, A., & Muthoifin, M. (2024). Development of the concept of Islamic education to build and improve the personality of school-age children. Multidisciplinary Reviews, 7(8). https://doi.org/10.31893/multirev.2024139

Assalihee, M., Bakoh, N., Boonsuk, Y., & Songmuang, J. (2024). Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand. Education Sciences, 14(9). https://doi.org/10.3390/educsci14091029

Bamber, P. (2019). Introduction: Reconnecting research, policy and practice in education for sustainable development and global citizenship. In Teacher Education for Sustainable Development and Global Citizenship: Critical Perspectives on Values, Curriculum and Assessment (pp. 1–19). https://doi.org/10.4324/9780429427053-1

Bayrak, F. (2023). A ROADMAP TO BECOME AN ANALYST TEACHER1. In Innovating Assessment and Feedback Design in Teacher Education: Transforming Practice (pp. 54–72). https://doi.org/10.4324/9781003430537-4

Bello, A., & Abubakar, M. (2014). Challenges and solutions to islamic banking system in a pluralistic-secular country like Nigeria. Mediterranean Journal of Social Sciences, 5(6 SPEC. ISSUE), 25–34. https://doi.org/10.5901/mjss.2014.v5n6p25

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806

Butera, F., Batruch, A., Autin, F., Mugny, G., Quiamzade, A., & Pulfrey, C. (2021). Teaching as Social Influence: Empowering Teachers to Become Agents of Social Change. Social Issues and Policy Review, 15(1), 323–355. https://doi.org/10.1111/sipr.12072

Cresswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson.

Davis, N., Desforges, C., Jessel, J., Somekh, B., Taylor, C., & Vaughan, G. (2004). Can quality in learning be enhanced through the use of IT? In Using Information Technology Effectively in Teaching and Learning: Studies in pre-service and in-service teacher education (pp. 13–25). https://doi.org/10.4324/9780203645345-10

Endres, B. (2006). Education for economic life: The role of communicative action. Teachers College Record, 108(10), 2001–2020. https://doi.org/10.1111/j.1467-9620.2006.00772.x

Fadzilah, A. R., & Zuraini, J. (2012). Understanding how malay language student teachers perceive their subject matter knowledge. Pertanika Journal of Social Science and Humanities, 20(SUPPL.), 143–156. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872162740&partnerID=40&md5=f3db6c4524584205707d19af61deeedb

Fahm, A. O. (2025). Gender, Marginalization, and Digital Technology in Islamic Learning: A Nigerian Perspective. Journal of International Women’s Studies, 27(3). https://www.scopus.com/inward/record.uri?eid=2-s2.0-105012247533&partnerID=40&md5=e1da9abf98c892e5ff6ffe5ad215e42a

Fakhruddin, A., Narulita, S., & Handrianto, C. (2024). Fostering self-regulated learning skills through flipped learning strategy projects: an exploration of pre-service teachers’ experiences in Indonesia. Perspektivy Nauki i Obrazovania, 72(6), 154–170. https://doi.org/10.32744/pse.2024.6.10

Flogie, A., Aberšek, B., & Pesek, I. (2025). Education Strategy for the Net Generation. Information (Switzerland), 16(9). https://doi.org/10.3390/info16090756

Frey, K., Sproesser, U., Kowalk, S., & Pittalis, M. (2024). Supporting Lower Secondary Students’ Functional Thinking With Specific Learning Environments. Proceedings of the International Group for the Psychology of Mathematics Education, 2, 216–223. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85199628356&partnerID=40&md5=cd9407ddc493ca7cfae0752bb6fe6fc9

Garuba, A. (2004). ‘continuing education: An essential tool for teacher empowerment in an era of universal basic education in Nigeria. International Journal of Lifelong Education, 23(2), 191–203. https://doi.org/10.1080/0260137042000184219

Ghaffari, A., & Yousefi, D. (2022). Islamic Teacher Professionalism: The Role of Family and Society in Teacher Professionalisation. In Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers (pp. 135–145). https://doi.org/10.4324/9781003193432-13

Gonsalves, C. (2023). Knowledge of language in rubric design: A systemic functional linguistics perspective. In Improving Learning Through Assessment Rubrics: Student Awareness of What and How They Learn (pp. 190–211). https://doi.org/10.4018/978-1-6684-6086-3.ch011

Grover, S., & Twarek, B. (2023). A formative assessment literacy module for K-12 computer science teachers: Need, design, and teacher feedback. SIGCSE 2023 - Proceedings of the 54th ACM Technical Symposium on Computer Science Education, 2, 1281. https://doi.org/10.1145/3545947.3576227

Halstead, J. M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510

Isyaku, K., & Nwokeocha, S. (2011). Nigeria’s efforts towards promoting teacher digital literacy. Proceedings of the IADIS Int. Conf. ICT, Society and Human Beings 2011, Proceedings of the IADIS International Conference e-Democracy, Equity and Social Justice 2011, Part of the IADIS, MCCSIS 2011, 33–40. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84865067917&partnerID=40&md5=7909cb12ab29a5c23f3e4b947c114693

Koutrouba, K. (2012). A profile of the effective teacher: Greek secondary education teachers’ perceptions. European Journal of Teacher Education, 35(3), 359–374. https://doi.org/10.1080/02619768.2011.654332

Kurniawan, D. A., & Subandiyo, M. (2019). Pedagogic competence and Indonesian language competence pre-service teacher of elementary program. International Journal of Scientific and Technology Research, 8(10), 851–856. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074000223&partnerID=40&md5=a9b27b39efef9d7fbec1a01821c58286

Kutluay, I. (2010). The education methods of the Prophet Muhammad. Energy Education Science and Technology Part B: Social and Educational Studies, 2(4), 225–254. https://www.scopus.com/inward/record.uri?eid=2-s2.0-81155153786&partnerID=40&md5=1771d00661fe2293a807ae4ec4ec19ad

Lee, K.-W. (2023). Effectiveness of gamification and selection of appropriate teaching methods of creativity: Students’ perspectives. Heliyon, 9(10). https://doi.org/10.1016/j.heliyon.2023.e20420

Lim, F. K. G. (2020). Religion and development ethics in global perspective: a case study of a foreign Christian NGO in China. Journal of Contemporary Religion, 35(1), 13–30. https://doi.org/10.1080/13537903.2020.1695793

Luo, J., & Yu, Y. (2021). A Survey on the Recognition of College Students’ Learning Motivation by Different Teaching Methods. Proceedings - 2021 International Conference on Computers, Information Processing and Advanced Education, CIPAE 2021, 250–253. https://doi.org/10.1109/CIPAE53742.2021.00067

Magumise, J. (2025). The role of Zimbabwean community, parents and parents’ associations towards inclusive education. In Towards Inclusive Education in Zimbabwe: Perspectives and Practices (pp. 125–146). https://doi.org/10.1007/978-3-031-66870-8_8

Malik, S., & Jumani, N. B. (2022). Islamic Instruction as a Student-Centred Approach. In Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers (pp. 57–67). https://doi.org/10.4324/9781003193432-6

Martinez, M., & McGrath, D. (2014). Technology alone won’t transform teacher to facilitator. Phi Delta Kappan, 96(1), 41–45. https://doi.org/10.1177/0031721714547861

Mazlan, M., Wakil, N. A. A., Noh, M. A. C., & Riyaldi, M. H. (2025). Integrated Education Approach in Islamic Higher Education Institutions in Malaysia: Challenges and Opportunities. Global Journal Al-Thaqafah, 115–128. https://doi.org/10.7187/GJATSI102025-8

Nigeria, F. R. of. (2004). National Policy of Education.

Osguthorpe, R. D. (2021). Historical Perspective on the Moral Character of Teachers. In The International Handbook of Teacher Ethos: Strengthening Teachers, Supporting Learners (pp. 9–24). https://doi.org/10.1007/978-3-030-73644-6_2

Parrish, G. (2022). A Framework for Developing Higher Teacher Expectations to Improve the Educational Experiences of Marginalized Students. Journal of Higher Education Theory and Practice, 22(9), 167–171. https://doi.org/10.33423/jhetp.v22i9.5374

Pearson, A. T. (2016). The teacher: Theory and practice in teacher education. In The Teacher: Theory and Practice in Teacher Education. https://doi.org/10.4324/9781315531373

Poljak, M. (2017). The role of the university in the intellectual and moral development of man. Diacovensia, 25(4), 549–565. https://doi.org/10.31823/d.25.4.3

Prastyanti, S., Sulaiman, A. I., Adi, T. N., & Rangel, F. C. (2025). Student Innovation Adoption in Digital Media Literacy-Based Educational Communication. International Journal of Media and Information Literacy, 10(1), 56–63. https://doi.org/10.13187/ijmil.2025.1.56

Salleh, M. J., & Karnaen, A. (2017). Hierarchy of 7M-teacher-leader from Islamic perspectives. Al-Shajarah, Special Issue, 157–195. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85039922015&partnerID=40&md5=c1db459bf5c56fcba66f92852f1869ec

Shafie, H., Majid, F. A., & Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24–33. https://doi.org/10.24191/ajue.v15i3.7818

Suhan, S. Z. D., Thahir, L. M., & bin Mohammad, A. M. (2017). The practice of spiritual leadership of islam principal madrassas aliyah country and the relationship with culture madrassas. Advanced Science Letters, 23(9), 8966–8970. https://doi.org/10.1166/asl.2017.10005

Suyitno, S., & Chotimah, C. (2025). Guided Inquiry vs. Conventional Methods: Shaping Learning Outcomes in Islamic Religious Education. International Research Journal of Multidisciplinary Scope, 6(1), 552–559. https://doi.org/10.47857/irjms.2025.v06i01.02275

Tadeko, N., & Fitrasari, D. (2024). TPACK e-learning development for increasing pedagogical competence in science’s teacher. AIP Conference Proceedings, 3058(1). https://doi.org/10.1063/5.0201247

Tantowi, A., Gunawan, M. A., & Ibrahim, A. (2025). Optimizing Islamic Boarding School Management in the Digital Era: Analysis of Technology Effectiveness in Administration and Operations. Munaddhomah, 6(2), 295–309. https://doi.org/10.31538/munaddhomah.v6i2.1738

Teke, S. G. (2013). Customary modes, modern ways: Formal, non-formal education and intangible cultural heritage. Milli Folklor, 12(100), 31–39. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897831322&partnerID=40&md5=a9f73196db3585b24e10472d4fcec1b5

Vasudevan, A., Lawal, U. S., Mohammad, S. I. S., Abdullahi, M. B., Folaranmi, A., Arokiasamy, A. R. A., Hui, S. E., & Arumugam, V. (2025). Study of Assessment Practices of Secondary School Civic Education Teachers in Kaduna State, Nigeria. Educational Process: International Journal, 19. https://doi.org/10.22521/edupij.2025.19.536

Yusoff, W. M. W., Juperi, J. A., & Preece, A. S. (2022). Philosophical Inquiry as a Method for Teaching Islamic Education. In Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers (pp. 68–80). https://doi.org/10.4324/9781003193432-7

Zhou, Q., Guan, E., Yan, Y., Cui, G., & Wang, S. (2023). Practices of Teaching Competency Development. In Handbook of Teaching Competency Development in Higher Education (pp. 127–154). https://doi.org/10.1007/978-981-99-6273-0_5