Instructional Approach of Islamic Education Teachers to Gearing Up Future Muslim Generations with Environmental Education
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Abstract
The potential for incorporating religious and environmental values into school education should be consistently manifested as an internalisation-enhancing mechanism. Hence, a study was conducted to investigate this integration process by examining aspects of Malaysia’s educational transformation. This study used the qualitative design to examine three Islamic Education Teachers (IET’s) instructional approaches in the Sustainable Schools-Environmental Awards program (SSEAP) to equip future generations with environmental education. The study’s findings revealed two IETs’ approach patterns in the integration of Islamic Education and environmental education. The first pattern involved the implementation of a teacher-centred approach by the IET with greater autonomy for teachers in the integration process. However, the IET implemented a student-centred approach for the second pattern, giving students more autonomy in the integration process. Based on the two patterns of instructional approach, this study showed that the IETs require ongoing pedagogical exposure and training in order for Malaysia’s educational transformation agenda to be successfully realised.
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