A Comparison of the 21st Century Teaching Strategies of Private Islamic Schools Among Malaysia, Indonesia, Singapore, and Thailand
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Abstract
Since the 21st century has introduced tremendous changes to the ways learning is managed, schools are obligated to update their pedagogical approaches to reflect current learning situations. This study aimed to compare teaching strategies and compare factors influencing the teaching strategies across Malaysia, Singapore, Indonesia, and Thailand. The samples were 251 teachers at private Islamic schools with integrated curriculums in Malaysia, Indonesia, Singapore, and Thailand’s three southern provinces (Deep South), selected through purposive sampling based on shortlists provided by school associations and networks in each country. Data were collected by questionnaires and analyzed in frequency, percentage, mean, and standard deviation. Comparing the Thai to the non-Thai schools, results on teaching strategies revealed that the ones averagely rated higher in the non-Thai schools included 1) constructions of quality assurance systems, 2) adjustments of curriculum structures, 3) pre-class preparation, 4) building learning cultures, 5) measurement and assessment modification, 6) instructional evaluation and improvement, 7) learning resources provisioning, 8) time management, and 9) integrations of almost all aspects of Islam. The ones averagely rated lower in the non-Thai schools were 1) classroom designs, 2) support staff, 3) teaching techniques, and 4) use of ICT in teaching. Results on factors influencing teaching strategies revealed that the ones rated higher in the non-Thai schools included 1) teacher characteristics, 2) school contexts, 3) social and cultural contexts, 4) parental involvements, 5) knowledge of 21st-century educational management, 6) state policies, and 7) community contexts. The one averagely rated lower in the non-Thai schools was teachers’ professional development. These insights are beneficial to teachers when contextualizing education for their schools.
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