Philosophical Challenges In Islamic Education And The Urgency Of Integrative Transformation

Abstract

Islamic education is fundamentally designed as a holistic system that integrates intellectual, spiritual, moral, and social dimensions in shaping human beings. However, in contemporary contexts, Islamic education faces complex philosophical challenges influenced by globalization, modernization, technological advancement, and ideological transformation. This study aims to critically examine the philosophical problems in Islamic education from ontological, epistemological, and axiological perspectives while proposing a contextual and integrative paradigm for future development. This research employs a qualitative phenomenological approach involving in-depth interviews, focus group discussions, and document analysis with educators, students, and policymakers in Islamic education. The data were analyzed using thematic analysis and triangulation to ensure credibility and depth. The findings reveal several major issues, including the dualism of knowledge, dependence on Western educational paradigms, value disorientation, misinterpretation of classical Islamic thinkers, and the gap between theory and practice in educational implementation. In addition, challenges related to digital transformation, socio-political factors, and the tension between tradition and modernity significantly influence the direction of Islamic education. The study highlights the importance of reconstructing Islamic educational philosophy based on integration, interconnection, and collaboration of knowledge. Such a paradigm emphasizes holistic human development, critical thinking, character formation, and contextual learning. This research contributes theoretically to the development of transformative and adaptive Islamic education capable of addressing contemporary global challenges while maintaining its ethical and spiritual foundations.