Journal of Education in Muslim Societies

Unravelling the Nexus Between Human Values and Competencies to Religion Among Educational Stakeholders in Mauritius Using Structural Equation Modelling

2023-12-20T16:06:10+00:00

Religion has been associated with human values and competencies needed to shape young people into responsible citizens able to make a positive difference in the lives of others. However, this correlation remains dependent on the context. As the correlation has not yet been investigated in Mauritius, which is a multicultural and multi-ethnic country, this study aims to bridge this knowledge gap using a purely positivist epistemological approach. It will analyze the Mauritius-specific data derived from a public data set which was part of the “Mapping the Terrains” project to examine the correlation between religion and a broad set of human values and competencies, namely forgiveness, individualistic orientation, collectivistic orientation, self-efficacy, problem-solving, meaning-making, sense of belongingness, religiosity/spirituality, hope, life satisfaction, gratitude, emotion, regulation, empathy, and self-regulation. The descriptive analysis and the Structural Equation Model (SEM), developed using the SPSS and AMOS software, revealed that (i) independent of ethnic group, educational stakeholders in Mauritius have a high affinity to most of the human values and competences, and (ii) as compared with others, the Muslim community has a slightly lower affinity to forgiveness, life satisfaction, individualistic orientation, self-efficacy, and problem solving. These data, which represent important baseline information needed to inform policymakers and other educational stakeholders, were used to derive a set of recommendations that will further the development of the key human values and competencies needed to promote harmony in a multicultural and multi-ethnic country.

Transforming Vocational Education in Palestine by Integrating 21st Century Skills

2023-07-31T14:55:48+00:00

In Palestine, youth unemployment rates are rising, vocational training centers (VTCs) are not preparing students with the skills they need to survive in the 21^st century workforce, and females are extremely underrepresented in both VTC institutions and in the labor force. This study reports on the effectiveness of a set of interventions meant to transform VTCs with new life skills training, improved training practices, and expanded career guidance services, and to encourage females to participate fully in the workforce. A sample of 64 students receiving the set of interventions completed an 11-item retrospective pre-post life skills training survey. Both females and males reported positive shifts on all 11 items, with an average of 24% improvement across all items, and 48% of graduates reported finding employment three months post-graduation. Anecdotal reports suggest opportunities for females are growing, and VTCs are well placed to continue working to address gender inequities.

Turkey as a Popular Hub for Higher Education Learning Among Muslim Countries

2024-01-10T13:31:54+00:00

Education plays a pivotal role in fostering human capital across various domains such as science, politics, and the economy, thereby significantly affecting economic growth. Türkiye stands as a prominent destination for international students seeking continued higher education, yet it faces challenges and opportunities, according to prior research. Responding to these dynamics, this study constructs a research model by integrating social identity theory and contingency theory. With a deductive approach and quantitative techniques for data analysis, our research aims to explore the antecedents of institutional reputation in the Turkish higher education landscape. The population of the study is international students (N = 200,000 and n = 250) who are studying at different public higher education institutions in Türkiye. The data have been analyzed using the Smart PLS 4 program.
This investigation hypothesizes that informational influence, online learning quality, perceived value, perceived service quality, and an institution’s image exert positive and significant effects on institution reputation. However, our empirical findings challenge one of these assumptions, revealing insufficient evidence to support the assertion that online learning quality significantly influences institution image. Consequently, our study adds to the scholarly discourse by contributing empirical insights into the phenomenon within the context of Turkish higher education institutions.

The Identity Construction in Arab-Islamic Education Systems Into the Experiences of People from Morocco and Syria Living in Europe

2024-01-19T14:26:00+00:00

In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. The presence of these migrants and refugees in schools has posed the challenge of unfamiliar realities for teaching staff. The issue has been addressed from the perspectives of sociology to psychology, providing insights into the nature of intercultural education.
Few studies have delved into pupils’ cultural backgrounds, and the history of one’s country of origin is seldom regarded as a decisive factor in the formation of identity. The Arabic-speaking Moroccan and Syrian communities are the most significant and have interesting histories and education systems. Using Nussbaum’s (2010) multifactorial analysis, this research aims to better understand the educational background of Arabic speaking pupils, focusing on humanities and religious education of those from Morocco and Syria. The methodology embodies qualitative empirical research conducted in Europe that addressed the main factor identified by Nussbaum (2010). The results show the education experience of Syrian and Moroccan pupils was affected by their home country education policies, especially where minority and relationship issues with Europe, the West and Israel were concerned.

Education Faculty Perspectives on a Borrowed Teacher Education Initiative in Northern Pakistan

2023-12-26T13:51:21+00:00

This qualitative case study examines the Education Faculty Perspectives (EFPs) of the Karakoram Public International University in Gilgit-Baltistan, Pakistan, on teachers’ experiences of a recently introduced education reform (an Honor’s Bachelor of Education program [B. Ed Hons]1 mandated by Pakistan’s Higher Education Commission (HEC) in 2010. The B. Ed Hons has replaced the existing pre-service programs nationwide. Our analysis identified several paradoxical themes about borrowing of the B. Ed Hons: at the “talk”/rhetoric level, the program was welcomed as a transformative shift in teacher education; at the “walk”/ implementation level, its practicality and sustainability became complicated; at the decolonization level, the discourses on the colonial nature of knowledge and North-South dependency were muted. Implications for moving from borrowing external “best practices” to producing local solutions are highlighted. The analysis suggests the contextual realities and challenges should be addressed, individual and structural capacities developed, and an incremental, critical-constructive approach to both external and local ideas be pursued, and decolonization discourse included.

Empowering Women Coaches in Arab Local Organizations

2023-12-13T15:08:40+00:00

With the rise of many coaching regulatory organizations, such as The International Coaching Federation (ICF) and the European Mentoring and Coaching Council (EMCC) in the Middle East and North Africa (MENA), women are becoming central to the dialogue. This is especially the case with The Gulf Cooperation Council (GCC) countries (GCC, 2024) which sees encouraging women and providing empowerment tools and strategies as part of the future strategic transformation in the region. This research essay is based on a survey conducted to explore public opinion on women’s participation in coaching as leaders and coaches in Arab local organizations. The survey was launched and circulated in social media and WhatsApp groups using Google Forms. The data collected are representative of both women and men who live and work in Arab cultures and speak Arabic. The survey conveys the perceptions, beliefs, and values of the participants and how they view women’s empowerment, leadership, and coaching in organizations. The purpose is to inform women coaches, policymakers, and consultants who support organizational development in MENA. This data-driven article will help enrich the lives of professional women in the field of coaching while supporting practitioners in understanding the landscape.

Improving the Pedagogy of Islamic Religious Education in Secondary Schools: The Role of Critical Religious Education and Variation Theory

2024-01-11T13:15:10+00:00

Muslim youth undertaking Islamic Religious Education worldwide face challenges in engaging with the repetitive and simplistic learning methods employed in their institutions. In contrast to non-religious subjects that benefit from dynamic and interactive approaches in learning institutions, the traditional teaching and learning of Islam often lack relevance to the real-life experiences of youth, leaving them ill prepared to navigate the complexities of the modern world. Ayse Demirel Ucan (2021) addresses these challenges in her book by proposing a new theoretical and pedagogical framework based on Critical Realism (CR), Critical Religious Education (CRE), and Variation Theory (VT). Her overarching objective is to revitalize Islamic Religious Education (IRE), align it with its intended purpose, and facilitate meaningful teaching and learning. She advocates for implementing the above framework in an Islamic studies classroom to enhance student learning and to provide Muslim youth with learning spaces to develop a strong Islamic identity. Her analysis assesses Islamic studies curricula from both a constructivist and a confessional approach, in a framework where authors avoid plurality within religion and explorations of Islamic movements or varying ideologies within Islam, and offers recommendations to enhance student experiences of IRE.

Beyond the Madrasa: Muslim Communities and Educational Institutes in India Today

2024-01-11T13:37:54+00:00

Madrasas in India boast a storied past, serving as beacons of Islamic education and cultural values since the medieval era. Central to this tradi-tion is the Madrasa Nizamiyya, a revered educational model that originated in the Seljuk Empire. These schools were not mere religious centers; they were esteemed hubs of multifaceted learning, where students delved into subjects as diverse as philosophy, medicine, mathematics, and astronomy.

American Universities in the Middle East and U.S. Foreign Policy

2024-01-11T13:40:58+00:00

The book American Universities in the Middle East and U.S. Foreign Policy by Pratik Chougule is an excellent example of how being embed-ded in a context provides for robust research into and understanding of a phenomenon. The book examines the role of American universities in the Middle East and its relationship to U.S. foreign policy. It also explores the historical evolution of this relationship, the challenges and opportunities these universities present, and their impact on the region. This book offers its readers an apt historical treatment and pertinent case studies for well-researched guidance that could be particularly helpful to policymakers who are often forced to make decisions without these aspects of the context in their vision.

Childhood in Türkiye: Educational, Sociological, and Psychological Perspectives

2024-01-11T13:43:57+00:00

International organizations and governments over the last three decades have raised global awareness and attention to improving the quality of early childhood care, learning, and well-being. Similarly, significant social, technological, and political change has prompted a global discourse in educational policy. The contextual nuances and intersection of early childhood care and education, unique to a rich heritage and cosmopolitan culture as found in Türkiye (officially recognized by the United Nations as the Republic of Türkiye, as of 2021), may bring hope for a resilient nation to successfully face institutional and geo-political challenges.

Dr. Sahar Khamis

2024-01-22T14:40:50+00:00

Dr. Sahar Khamis is an Associate Professor in the Department of Communication at the University of Maryland, College Park. She is an expert on Arab and Muslim media and the former Head of the Mass Communication and Information Science Department in Qatar University. Dr. Khamis holds a PhD in Mass Media and Cultural Studies from the University of Manchester in England. She is a former Mellon Islamic Studies Initiative Visiting Professor at the University of Chicago. She is the co-author of the books Islam Dot Com: Contemporary Islamic Dis-courses in Cyberspace (Palgrave Macmillan, 2009) and Egyptian Revolution 2.0: Political Blogging, Civic Engagement and Citizen Journalism (Palgrave Macmillan, 2013), and the co-editor of the book Arab Women’s Activism and Socio-Political Transformation: Unfinished Gendered Revolutions (Palgrave Macmillan, 2018). Additionally, she authored and co-authored numerous book chapters, journal articles, and conference papers, regionally and internationally, in both English and Arabic. She is the recipient of a number of prestigious academic and professional awards, as well as a member of the editorial boards of several journals in the field of communication, in general, and the field of Arab and Muslim media, in particular. In addiion to being an award-winning academic, Dr. Khamis is a media host and an international media commentator and analyst, a public speaker, and a former human rights commissioner in the Human Rights Commission in Montgomery County, Maryland. Dr. Khamis is the current President of AUSACE (Arab-US Association for Communication Educators) and the current Chair of the Spiritual Communication Division at NCA (National Communication Association).

Editorial

2024-02-24T12:30:01+00:00

While the world is watching the loss of countless lives, schools being destroyed and families being displaced in Gaza, Palestine, educators who care about human lives and are eager to make a difference are struggling to find a way. Education, as one of the pillars of postconflict reconstruction, must be prioritized in the rebuilding of what will remain of Gaza. In post conflict, education means addressing the academic aspects as well as the psychosocial and socio-emotional learning needs of students of all ages and grades. Educators need to reach children in displaced spaces and provide a sense of normalcy and safety where and when possible, and, if at all possible, in communities that have suffered irreparable harm. Educators must play a role in Sudan, Yemen, Ukraine, and other conflict areas not only because of their critical roles but also because it is possible. Away from politicians and political calculations around the globe, education is in our hands, whether we see ourselves as members of Muslim societies or global citizens. The more our world descends into crisis and chaos, the greater the burden of responsibility on educators, academics, scholars, and researchers. They have to play a meaningful role to rebuild and invest in the next generation and offer new approaches that speak to the 21st century’s concerns. It is the duty of educators to investigate the best ways to infuse more value-oriented approaches to education and the duty of scholars to generate new knowledge that is based on accurate and quality research methods that are applicable and actionable. It is thus JEMS’ duty to deliver this message of change for a better world and better lives for our children and their families. It is our duty to select the best research submitted to us and rely on the academic processes of blind peer reviews to do that. If you are reading this, it is also your duty to contribute field based, theoretical, and review essays and other writings that motivate people to keep going despite the dire realities around us.