El papel del conocimiento docente, de la pedagogía y de la competencia digital en el desarrollo integral del alumnado dentro de los currículos académico-hafazan integrados en las escuelas Ulul Albab de Malasia
DOI:
https://doi.org/10.22633/rpge.v29iesp4.20783Palabras clave:
Conocimiento del profesorado, Estrategias pedagógicas, Competencia digital, Desarrollo integral del alumnado, Currículo académico integrado y Hafazan, Marco Ulul AlbabResumen
Este estudio examina la influencia del conocimiento del profesorado, de las estrategias pedagógicas y de la competencia digital en el desarrollo holístico del alumnado dentro de los currículos académico-hafazan integrados bajo el marco Ulul Albab en escuelas urbanas de Malasia. Utilizando un enfoque de métodos mixtos, se recopilaron datos de 180 estudiantes mediante cuestionarios estructurados y de 10 docentes por medio de entrevistas semiestructuradas y observaciones en el aula. Los resultados revelan que el dominio del profesorado sobre el contenido de las asignaturas, la alfabetización coránica, la pedagogía culturalmente responsiva y la competencia en TIC fortalecen significativamente el rendimiento académico del alumnado, la memorización del Corán, la formación moral y la motivación intrínseca. Los análisis cuantitativos indican que el conocimiento docente y los enfoques pedagógicos son sólidos predictores de resultados holísticos, mientras que los aportes cualitativos destacan la importancia del compromiso empático del profesorado, del modelado y de las estrategias instruccionales adaptativas. El estudio subraya la necesidad de desarrollo profesional continuo, integración curricular eficaz y alfabetización digital para optimizar el aprendizaje del alumnado en contextos urbanos multiculturales. Las implicaciones se extienden al diseño curricular, a la formación docente y al desarrollo de políticas orientadas a una educación islámica sostenible y basada en valores.
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