Archives

• Islamic Digital Moral Formation

  Vol. 1 No. 1 (2026)

  As digital technologies become inseparable from everyday life, the moral formation of Muslim children increasingly extends beyond classrooms and homes into algorithmically mediated environments. This issue explores how Islamic education can respond to this transformation by moving beyond approaches centered on prohibition, supervision, and technical digital literacy toward frameworks that cultivate reflective moral agency, contextual discernment, and responsible participation in digital society. Collectively, the contributions examine how faith-based values remain meaningful while adapting to the complexities of contemporary digital life.

  Across the issue, the articles develop complementary theoretical perspectives on digital moral development, parental mediation, religious socialization, and the changing nature of authority in networked environments. They illuminate how Muslim families and educators negotiate questions of legitimacy, credibility, boundary-setting, moral autonomy, and interpretive authority while preparing children to navigate digital spaces shaped by algorithms, social media, and rapidly evolving forms of online interaction. Rather than treating children as passive recipients of moral instruction, the issue highlights their active role in constructing ethical judgment through guided reflection and internalized religious values.

  Together, these contributions advance an emerging research agenda that bridges Islamic education, moral psychology, digital parenting, and technology studies. By integrating established theories with new conceptual models grounded in Islamic ethical traditions, this issue offers a richer understanding of how moral responsibility can be cultivated in digitally connected societies. It invites scholars, educators, policymakers, and practitioners to reconsider the future of Islamic moral education as one that equips younger generations not only to participate confidently in digital environments but also to exercise wisdom, integrity, and ethical responsibility within them.

   

• Building Adaptive Educational Organizations

  Vol. 1 No. 2 (2026)

  Educational organizations increasingly operate in environments defined by scarcity, institutional complexity, rising expectations, and continuous pressure for improvement. Building Adaptive Educational Organizations captures how schools and community-based educational institutions move beyond static administrative responses by developing organizational capacities to mobilize limited resources, navigate competing demands, strengthen quality, and sustain meaningful educational action.

  Across this issue, adaptability emerges not as a single managerial technique but as a multidimensional organizational process. Resourceful bricolage transforms resources at hand into workable educational responses; relational trust turns school–community relationships into durable collaborative infrastructure; strategic quality management develops capabilities for continuous improvement and performance; and transformational leadership embeds quality within shared organizational values and routines. Together, these perspectives illuminate how educational organizations build capacities that extend beyond formal structures and procedures.

  Adaptation, however, also involves navigating plurality rather than simply becoming more flexible. Educational organizations must balance the expectations of regulators, professionals, communities, and other consequential audiences while maintaining sufficient legitimacy across different institutional logics. By bringing together resourcefulness, relational infrastructure, strategic capability, quality culture, leadership, and legitimacy navigation, this issue invites readers to reconsider educational organizations as evolving systems whose resilience and effectiveness depend on their capacity to continuously organize, learn, collaborate, and respond under complexity.