Systematic Literature Review on Contemporary Methods of Teaching Islamic Education in Malaysian Schools
DOI:
https://doi.org/10.29407/544qaz52Abstract
The transformation of Islamic Education pedagogy in Malaysian schools has become increasingly important in response to technological change, evolving learner needs, and growing demands for inclusive and contextually responsive teaching. Guided by PRISMA guidelines, this systematic literature review synthesises 22 peer-reviewed studies published between 2010 and 2025 to examine contemporary pedagogical approaches and teaching practices in Malaysian school-based Islamic Education. The analysis identifies five interrelated themes: (1) digital and technology-integrated instruction; (2) student-centred and active learning; (3) culturally responsive and multicultural pedagogy; (4) integrative and values-based pedagogical approaches; and (5) specialised and inclusive pedagogy for students with special educational needs (SEN). Overall, the reviewed literature indicates an increasing emphasis on technology-enhanced and learner-centred practices, accelerated by the COVID-19 pandemic and broader educational transformation. However, implementation remains uneven because of limitations in teachers' technological pedagogical content knowledge (TPACK), disparities in infrastructure and access, insufficient multicultural resources and competencies, and inadequate adaptation of teaching materials for learners with special educational needs. The review suggests that future development should prioritise sustained teacher professional learning, equitable access to educational resources, culturally responsive pedagogy, and inclusive instructional adaptation. These measures may strengthen Islamic Education's capacity to remain pedagogically relevant while maintaining its spiritual, ethical, and educational foundations
Keywords:
Islamic Education, Teaching Methods, Contemporary Pedagogy, Malaysian Schools, Systematic Literature Review, 21st-Century Teaching And LearningDownloads
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