Activating the teaching methods contained in the Holy Quran among Islamic teachers

Al Onzi, Bandr (2024) Activating the teaching methods contained in the Holy Quran among Islamic teachers. PhD thesis, University of Glasgow.

Abstract

This research aims to explore and promote the effectiveness of the teaching methods contained in the Holy Quran among intermediate-school teachers of Islamic Education in the Kingdom of Saudi Arabia. The study recognises the importance of the Quran as a central component of Islamic Education and stresses the need to enhance the teaching methods used in this subject.

The review includes both traditional and modern technologies, taking into account the cultural context and educational landscape in Saudi Arabia. The study employed a mixed methods design to study the different teaching methods used to teach the Quran; it employed both qualitative and quantitative research methods. The qualitative phase included an in-depth exploration of the perceptions, attitudes, and challenges that teachers face with regard to incorporating Quranic teachings into their teaching practices. In addition, qualitative data collection methods such as interviews and observations were used to collect insights from teachers, educators, and students. Based on the results of the qualitative phase, a comprehensive framework was developed to activate the teaching methods of the Quran. This framework includes pedagogical strategies, curricular alignment, and professional development opportunities for teachers. It is designed to guide teachers in incorporating Quranic teachings into their lessons while addressing the specific needs and challenges identified in the qualitative phase. The quantitative stage involved implementing the developed framework in a sample of middle-school classes. Pre- and post-intervention assessments were conducted to measure the effect of activating Quranic teaching methods on students’ learning outcomes, engagement, and personality development. In addition, questionnaires were employed to measure the perceptions and satisfaction levels of both teachers and students regarding the integrated approach. The thesis discussed three principal axes.

1. What is the reality of Islamic teachers using the teaching methods mentioned in the Holy Quran in the schools of the Kingdom of Saudi Arabia?

2. What are the obstacles faced by Muslim teachers with regard to using the teaching methods stipulated in the Holy Quran in the schools of the Kingdom of Saudi Arabia?

3. What is the extent of use of the teaching methods mentioned in the Holy Quran compared to modern teaching methods in the Kingdom of Saudi Arabia?

The results of the research contribute to the field of Islamic Education by providing insights into the challenges and opportunities associated with integrating the teachings of the Quran into educational practices and linking them to technology. The thesis also provides practical recommendations for educational policymakers and developers of curricula and teacher training programs, in order to facilitate the integration of Quranic teachings into the teaching of Islamic Education.

In conclusion, this doctoral dissertation sheds light on the importance of activating the methods of teaching in the Quran among teachers of Islamic Education for the intermediate stage in the Kingdom of Saudi Arabia. The study aims to create a more impactful and transformative learning experience for students by bridging the gap between religious instruction and educational practices. The research findings provide valuable insights and recommendations for educators and policymakers seeking to enhance the teaching of the Quran and promote a deeper understanding of Islamic principles satisfaction levels of both teachers.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Additional Information: The funder of this research is the KSA Ministry of Education through the Culture Fund.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Davis, Professor Robert and Lundie, Dr. David
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84296
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 03 May 2024 13:53
• Last Modified: 03 May 2024 13:53
• Thesis DOI: 10.5525/gla.thesis.84296
• URI: https://theses.gla.ac.uk/id/eprint/84296