Aim and General Policy

The journal publishes peer-reviewed, high-quality, original research and scholarly dialogues addressing the latest issues, paradigms, and emerging trends across the broad spectrum of Islamic Education. It serves as an international forum bridging foundational theory with innovative practice, covering areas such as educational philosophy, curriculum development, instructional design, learning environments, institutional governance, and policy formulation.

The Editorial Board invites manuscripts that demonstrate rigorous scholarship, established theoretical frameworks, and high relevance or generalizability to national and global contexts.

• Methodological Standards: We prioritize robust empirical investigations—including sophisticated quantitative/mixed designs and rigorous qualitative/naturalistic inquiries—alongside nuanced theoretical manuscripts. Studies relying merely on trivial one-/two-variable inferential tests without robust theoretical grounding, as well as under-theorized qualitative work, are strictly discouraged.

• Scholarly Rigor: All submissions must include an exhaustive literature review establishing the core research gap/problem, coupled with a comprehensive discussion delineating empirical contributions, theoretical implications, and methodological limitations.

Core Focus & Special Manuscript Sections

To facilitate structured scholarly exchange, the journal welcomes submissions across the following specialized sections:

1. Original Research on Learning

Empirical and theoretical studies examining the mechanisms, development, and contextual nuances of Islamic educational learning. We encourage manuscripts interrogating learning processes through diverse lenses (psychological, social, cognitive, socio-historical, and affective) and those analyzing the dialectic between learners, instructional practices, epistemological foundations, and broader socio-cultural or institutional contexts.

2. Issues and Trends

Analytical, interpretive, or persuasive contributions addressing contemporary debates and transformative trajectories in Islamic education. Submissions may take the form of carefully reasoned position papers, polemical discourses, or creative commentaries designed to provoke informed scholarly dialogue across disparate viewpoints.

3. Islamic Learning in Everyday Life

Theoretical, philosophical, or empirical inquiries into informal and non-formal Islamic learning occurring beyond the conventional classroom. This covers learning experiences across the lifespan situated within the home, community, digital spaces/internet, mosques, pesantren/madrasa, and non-formal programs, with a particular interest in equity, social inclusion, and cultural dynamics.

4. Islamic Religious Teacher Education and Professionalism

Empirical and theoretical research focusing on the continuum of Islamic teacher professional development—encompassing pre-service preparation, induction, career-long teacher development, pedagogical content knowledge (PCK), teacher identity, and the systemic factors shaping religious educators’ instructional practices.

5. Islamic Education Policy and Governance

Critical examinations of policy frameworks, institutional strategies, and governmental or non-governmental directives influencing Islamic education. This section evaluates the structural mechanisms through which local, national, and transnational policy decisions reshape the theory, funding, curriculum, and implementation of Islamic schooling.

6. Islamic Studies and Science Education (Interdisciplinary Inquiries)

A transdisciplinary forum exploring intersections between Islamic epistemology and scientific/technological domains. It synthesizes insights from history, philosophy of science, anthropology, sociology, cognitive psychology, and artificial intelligence (AI) to advance theoretical paradigms and pedagogical practices in Islamic education.