The significance of this research group arises from the pressing need to reconsider how Islam is taught to today's learners, especially in light of profound social, cultural, and technological transformations that shape awareness and values. The group plays a vital role in bridging authenticity with renewal by developing educational curricula that integrate core Islamic values with modern educational theories—aiming to foster a generation capable of understanding their faith deeply, practicing it with conscious awareness, and engaging with their communities with open-mindedness.
The group aims to advance Islamic education by designing new instructional tools, producing more interactive curricula that stimulate critical thinking, and implementing active learning approaches such as problem-based learning, blended learning, and the integration of digital technologies and artificial intelligence. It also seeks to address the challenges of teaching Islam in multicultural or secular environments by proposing educational models that encourage interfaith dialogue, intercultural understanding, and the promotion of tolerance.
Key research themes include:
- Developing Islamic pedagogies that reflect the characteristics of learners in the digital age
- Updating Islamic education curricula to align with global standards without compromising on Islamic epistemological integrity
- Designing balanced assessment tools that integrate students' moral, cognitive, and emotional development
- Studying the relationship between formal education and traditional Islamic education (such as kuttab systems), and exploring ways to unify both within an integrated educational framework
The group places special emphasis on teacher preparation by offering training programs that focus on modern teaching methods, classroom management, and value-based critical thinking. It also plans to develop accredited certification programs in Islamic pedagogy to enhance the competence of educators at national and regional levels.
In this context, the group plays a pivotal role in enhancing the University of Jordan's standing as a leader in Islamic and educational scholarship by producing peer-reviewed research, organizing conferences and workshops, and forming international partnerships with institutions engaged in religious education reform. Its vision includes addressing the complexities of religious knowledge acquisition in a globalized context and proposing educational alternatives that are balanced, flexible, and globally relevant.
The research group is distinguished by its diverse academic composition, combining advanced expertise from within and outside the University of Jordan. This multidisciplinary approach enriches its research output and expands the scope of scholarly dialogue, especially with the involvement of a select group of academics, researchers, and graduate students with exceptional backgrounds.
From the University of Jordan, contributors include:
- Dr. Ibrahim Hammad, Associate Professor of Curriculum and Instruction, a key figure in Islamic curriculum development and classroom application
- Dr. Mansour Maqdadi, Professor of Islamic Jurisprudence at the School of Sharia, known for his work on renewing Islamic thought and connecting educational objectives with Islamic legislation
- Dr. Akram Al-Bashir, Professor of Curriculum and Instruction with extensive experience in instructional design and educational program development
In the field of educational psychology,
- Dr. Nizar Al-Lubadi, Lecturer in the Department of Educational Psychology, contributes analytical insights into the psychological aspects of religious learning
- Dr. Umama Hamasha, Assistant Professor of Creed and Islamic Thought at the School of Sharia, known for her research on theological thought from an educational perspective
The group also includes:
- Dr. Abdullah Al-Muneizel, from the National Center for Curriculum Development, contributing expertise in educational policy and curriculum review
- Dr. Ali Rababah, Lecturer at the Judicial Institute, linking legal and legislative dimensions to the Islamic education framework
- Laith Al-Arman, PhD candidate in Curriculum and Instruction, contributing research on modernizing Islamic teaching methodologies
Internationally, the group includes:
- Dr. Haroon Bashir, Associate Professor in the Department of Islamic Studies and Education at Markfield Institute of Higher Education (UK), a leading thinker in Islamic education and civilizational critique with a focus on social justice and religious learning
- Professor Paul L. Heck, Professor of Religious Studies at Georgetown University (USA), a renowned scholar in Islamic philosophy and religious thought, known for his research in comparative religion and the sociology of Islamic education
This diversity of expertise and academic positioning empowers the group to produce cutting-edge, high-impact knowledge that addresses the real challenges facing Islamic education today and contributes to creating applicable educational models both locally and globally.
Through this initiative, the University of Jordan reaffirms its ongoing commitment to the advancement of Islamic education, both nationally and internationally. It aims to produce original pedagogical knowledge, lead educational reform dialogue, and promote an understanding of Islam as a religion rooted in compassion, rationality, and holistic education.