Aims and Scope

Journal of Islamic Pedagogy and Character Formation aims to advance theoretical and empirical knowledge on Islamic pedagogy and the formation of character across diverse educational contexts. Rooted in the Qur’an, the Sunnah, and the Islamic intellectual tradition, the journal explains how Islamic values such as adab, akhlāq, tazkiyah, and ta’dīb are instilled, nurtured, and evaluated in teaching and learning, while remaining responsive to contemporary educational challenges.

Focus

The journal publishes original empirical research, conceptual and philosophical studies, and critical literature reviews on Islamic pedagogy and character education. It welcomes work on learning models and strategies, value-based assessment, moral and religious identity formation, teacher professionalism and role modeling, curriculum development, family and community education, and the use of digital technology and artificial intelligence in Islamic education, and it encourages interdisciplinary approaches that bridge theory, policy, and practice.

Aims in Brief

Advance Islamic Pedagogical Scholarship

Develop a body of knowledge in Islamic pedagogy grounded in the Qur’an, the Sunnah, and the Islamic intellectual tradition, and responsive to contemporary educational challenges.

Explain Value Formation

Present research showing how adab, akhlāq, tazkiyah, and ta’dīb are instilled, shaped, and evaluated in the learning process.

Bridge Theory, Policy, and Practice

Connect research findings to the work of educators, researchers, institutional leaders, and policymakers.

Encourage Interdisciplinary Dialogue

Bring Islamic education into conversation with psychology, sociology, philosophy, and educational technology.

Strengthen Academic Networks

Build national and international scholarly networks in character education grounded in Islamic values.

Distinctive Emphasis

Adab, Tazkiyah, and Ta’dīb in Practice

Studies are expected to show how core Islamic educational concepts are translated into concrete teaching, learning, and assessment practices.

Character Across Educational Settings

Character formation in schools, madrasahs, pesantren, universities, families, mosques, and communities, including non-formal and lifelong learning.

Value-Based Assessment

Approaches to evaluating moral, spiritual, and character outcomes, including valid and reliable instruments.

Faith-Based Education in a Digital and Plural World

Digital literacy, media ethics, AI in Islamic education, learner well-being, and education in globalized and plural societies.

Scope

Journal of Islamic Pedagogy and Character Formation welcomes manuscripts from researchers, academics, educators, practitioners, and professionals in Islamic education and character formation. Submissions on the following themes are particularly encouraged, though the scope is not limited to them.

Theoretical and Philosophical Foundations

Philosophy of Islamic Education

The concepts of ta’dīb, tarbiyah, and ta’līm and their implications for educational theory and practice.

Islamic Educational Thought

Ideas of classical and contemporary Muslim educational thinkers and their relevance today.

Epistemology and Integration of Knowledge

Epistemological foundations and the integration of religious knowledge and science in curriculum and teaching.

Pedagogy and Learning

Models, Strategies, and Methods

Islamic and contemporary learning models, strategies, and methods applied in classroom and non-classroom settings.

Islamic Religious Education Across Levels

Teaching and learning of Islamic Religious Education in schools, madrasahs, pesantren, and higher education.

Critical, Humanistic, and Transformative Pedagogy

Critical, humanistic, and transformative approaches to teaching and learning from an Islamic perspective.

Value-Based Assessment and Evaluation

Design, validation, and use of assessment and evaluation that capture knowledge, attitudes, and character.

Character and Moral Formation

Character Education, Adab, and Akhlāq

Educational processes for cultivating adab and noble character (akhlāq karīmah) in learners.

Religious and Moral Identity

Formation of learners’ religious and moral identity and the factors that shape it.

Religious Moderation, Tolerance, and Citizenship

Education for moderation, tolerance, civic responsibility, and coexistence in plural societies.

Teacher Role Modeling and School Culture

The influence of teachers’ exemplary conduct and of school and madrasah culture on learners’ character.

Educators and Leadership

Teacher Competence, Professionalism, and Ethics

Competencies, professional development, and ethical standards of teachers in Islamic education.

Leadership and Management of Islamic Institutions

Leadership, governance, and management of Islamic educational institutions and their effect on learning and character.

Character-Based Curriculum Development

Design, implementation, and evaluation of curricula that integrate character formation.

Family and Community Education

Islamic Parenting

Parenting approaches grounded in Islamic teachings and their effects on children’s development.

Family, Mosque, and Community

The roles of family, mosque, and community in shaping learners’ character and religious life.

Non-Formal Education and Lifelong Learning

Non-formal educational programs and lifelong learning in Muslim communities.

Technology and Contemporary Challenges

Digital Literacy and Media Ethics

Digital literacy and ethical conduct in media use among learners and educators.

AI and Technology in Islamic Education

Use, benefits, risks, and ethics of artificial intelligence and educational technology in Islamic education.

Mental Health, Well-Being, and Spirituality

Learners’ mental health, well-being, and spiritual development in educational settings.

Globalization and Plural Societies

Islamic education in an era of globalization and in multicultural, multi-faith contexts.

Article Types

Research Articles: Original empirical studies (quantitative, qualitative, or mixed methods) on Islamic pedagogy and character formation.
Conceptual and Philosophical Studies: Theoretical or text-based analyses of Islamic educational concepts and thought, with clear argumentation and sources.
Review Articles: Systematic, scoping, or bibliometric reviews, and meta-analyses, with a stated search protocol.
Case and Practice-Based Studies: Documented case studies of programs, institutions, or classroom practice, including validated instruments and resources.

Methodological Rigor

Empirical studies state the design, participants, instruments, evidence of validity and reliability, and analysis procedures.
Qualitative studies describe data sources, coding procedures, and the steps taken to ensure trustworthiness.
Conceptual and text-based studies identify their primary sources, interpretive method, and scholarly framework.
Qur’anic verses and hadith are cited with precise references (surah and verse; collection and number).
Studies using AI or language models name the tool and version, describe the prompts or settings, and state the evaluation criteria.
Research with human participants includes a statement on ethical approval and informed consent.

Language and Presentation

Manuscripts must be written in English.
Arabic terms and examples are given with transliteration and an English gloss.
References, author names, and affiliations are given in Roman script, with the Arabic original added in brackets where needed.

Outside the Scope

Purely doctrinal, theological, or jurisprudential discussions that do not address education, learning, or character formation.
Opinion essays or descriptions of programs without data, evaluation, or a systematic method.
Studies in which Islamic education or character formation is incidental and not the object of the research.

Alignment with All Science Journal Classification (ASJC)

Field	Subject Area	ASJC Code
Social Sciences	Education	3304
Arts and Humanities	Religious Studies	1212
Arts and Humanities	Philosophy	1211
Psychology	Developmental and Educational Psychology	3204
Social Sciences	Sociology and Political Science	3312

Alignment with the United Nations' Sustainable Development Goals

UN SDG	Sustainable Development Goal	Relation to This Journal
3	Good Health and Well-Being	Studies on learners’ mental health, well-being, and spirituality in educational settings.
4	Quality Education	Research on Islamic pedagogy, curriculum, teacher professionalism, and assessment to improve learning outcomes.
16	Peace, Justice and Strong Institutions	Education for moderation, tolerance, ethics, and citizenship, and leadership of educational institutions.
17	Partnerships for the Goals	National and international collaboration among researchers and institutions in Islamic education.