The role of teacher knowledge, pedagogy, and digital competence in holistic student development within integrated academic–hafazan curricula in Malaysian Ulul Albab schools
DOI:
https://doi.org/10.22633/rpge.v29iesp4.20783Keywords:
Teacher knowledge, Pedagogical strategies, Digital competence, Holistic student development, Integrated academic–Hafazan curriculum, Ulul Albab frameworkAbstract
This study investigates the influence of teachers’ knowledge, pedagogical strategies, and digital competence on holistic student development within integrated academic–hafazan curricula under the Ulul Albab framework in urban Malaysian schools. Using a mixed-methods approach, data were collected from 180 students through structured questionnaires and from 10 teachers via semi-structured interviews and classroom observations. Findings reveal that teachers’ mastery of subject content, Qur’anic literacy, culturally responsive pedagogy, and ICT proficiency significantly enhance students’ academic achievement, Qur’anic memorisation, moral character, and intrinsic motivation. Quantitative analyses indicate that teacher knowledge and pedagogical approaches are strong predictors of holistic outcomes, while qualitative insights highlight the importance of teachers’ empathetic engagement, role modelling, and adaptive instructional strategies. The study underscores the necessity of ongoing professional development, effective curriculum integration, and digital literacy to optimise student learning in multicultural urban settings. Implications extend to curriculum design, teacher training, and policy development for sustainable, values-based Islamic education.
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