Focus and Scope

AZKIYA is a peer-reviewed academic journal focusing on contemporary research, theoretical discourse, and empirical studies in Islamic Religious Education and Islamic teacher education.

The journal aims to contribute to the development of theories, policies, curricula, pedagogical practices, assessment systems, teacher professionalism, and educational innovations within Islamic education. AZKIYA encourages scholarly works that are empirical, systematic, contextual, inclusive, and relevant to contemporary educational challenges.

Particular attention is given to pedagogical innovation, teacher education and professional development, digital transformation, character education, religious moderation, and the integration of local wisdom into Islamic education.

AZKIYA welcomes original research articles, research and development studies, systematic literature reviews, classroom action research, and theoretically grounded conceptual papers within the following areas:

1. Islamic Religious Education Curriculum and Policy
   Curriculum development, curriculum implementation, curriculum evaluation, integration of national and Islamic curricula, educational policy, and curriculum transformation in Islamic Religious Education.
2. Pedagogy and Instructional Innovation in Islamic Education
   Learning models, teaching strategies, instructional methods, learning design, deep learning, differentiated instruction, project-based learning, problem-based learning, collaborative learning, and other innovations in Islamic education.
3. Islamic Teacher Education and Professional Development
   Pre-service and in-service education for Islamic Religious Education teachers, teacher competencies, teacher professionalism, teacher identity, teaching practicum, microteaching, teacher certification, career development, mentoring, academic supervision, reflective practice, classroom action research, and professional learning communities.
4. Digital Transformation in Islamic Education
   Digital pedagogy, artificial intelligence in education, educational technology, digital learning media, e-learning, blended learning, mobile learning, gamification, digital religious literacy, and the ethical use of technology in Islamic education.
5. Assessment and Learning Outcomes in Islamic Education
   Diagnostic, formative, and summative assessment; authentic assessment; learning evaluation; development of assessment instruments; religious literacy; higher-order thinking skills; and assessment of knowledge, attitudes, character, and skills.
6. Islamic Educational Psychology and Learner Development
   Learning motivation, student engagement, learning interest, moral and spiritual development, religious identity, learner well-being, self-regulated learning, and the psychological dimensions of Islamic education.
7. Islamic Character, Religious Moderation, and Inclusive Education
   Islamic character education, moral education, religious moderation, multicultural education, peace education, tolerance, inclusive education, child-friendly education, and education in culturally and religiously diverse societies.
8. Local Wisdom and Socio-Cultural Contexts of Islamic Education
   Integration of local wisdom, indigenous knowledge, local culture, environmental awareness, community traditions, and socio-cultural values into Islamic education, including studies related to Kalimantan and other local contexts.
9. Islamic Education in Formal, Nonformal, and Informal Settings
   Islamic education in schools, madrasahs, pesantren, Islamic boarding schools, higher education institutions, families, mosques, Qur’anic learning institutions, and community-based educational settings.

Manuscripts from related disciplines may be considered provided that their objects, contexts, analyses, and scholarly contributions are directly and substantially connected to Islamic Religious Education, Islamic teacher education, or the professional development of Islamic educators.

Articles that discuss general education, educational management, psychology, technology, culture, or social issues without a clear contribution to Islamic Religious Education are considered outside the scope of the journal.