Twenty-First Century Desirable Characteristics of Islamic Studies Learners in Thai Private Islamic Schools
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Abstract
Education in the 21st century is transitioning away from content-based lecturing and evolving towards skill cultivation for harmonious living in modern society. To address changes in provision of Islamic education, this study employed a mixed-methods approach to explore characteristics of Islamic Studies learners in the 21st century and establish priority need indices for each characteristic based on southern-border contexts. Quantitative data were collected from five-point Likert scale questionnaires on the priority need indices developed during the qualitative data collection and administered with 466 Muslims selected through quota stratified sampling. These qualitative data were analyzed by content analysis. Quantitative data were collected through interviews with 466 Muslims selected through quota stratified sampling. These participants were in the South of Thailand with diverse educational and professional backgrounds. The obtained quantitative data were analyzed by mean, standard deviation, and Priority Need Index (PNI). Results revealed that there were six key characteristics of Islamic Studies learners in the 21st century. PNI values suggested that “thinking process” was rated as the highest priority need (PNI=0.247), followed by “personal attributes” (PNI=0.241), “Islamic faith and practice” (PNI=0.230), “communication” (PNI=0.229), “integration of Islamic knowledge” (PNI=0.221), and “recognition of national citizenship” (PNI=0.199), respectively. The results were projected to be highly beneficial in formulating policies for enhancing Islamic Studies teaching, establishing curriculum development goals, and implementing competency-oriented Islamic Studies pedagogies that are aligned with 21st century educational frameworks.
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