**The Aspects of Information and Communication Technology in the Educational System of Islam- Comprehensive Review** **Amina shaikh 1\*, Akram M Zeki2, Asadullah Shah3** *1,2,3 Kulliyyah of Information and Communication Technology,* *International Islamic University Malaysia, Malaysia * *Corresponding author: \*akramzeki@iium.edu.my* \*\*This is a Double-blind review, do not include Authors information when submitting article, only include Authors information in the finalized manuscript\*\* Received Date: \*date Accepted Date: \*date Revised Date: \*date Published Date: \*date - **Muslim society should recognize the value of ICT in Islamic education.** - **The use of ICT in Islamic education is about fostering critical thinking abilities.** - **ICT can help in spreading Islamic education within a multicultural society.** - **ICT enables communication and engagement across different cultures, times, and places.** - **ICT is seen as a tool that contributes to the positive portrayal of Islam.** **ABSTRACT** *The advancement of teaching and learning across the majority of courses is made possible by information and communication technology (ICT), and Islamic studies is no exception. Education has been among the many industries that information and communication technology (ICT) has revolutionized. Islamic education has embraced ICT to improve teaching and learning processes since it is based on the Quran's teachings and the traditions of the Prophet Muhammad (peace be upon him). This article aims to address the role of digital technology, or ICT, in Islamic teaching and learning, as well as ICT applications for spreading Islamic education, which are becoming increasingly significant over time. Overall, this review offers insightful information about the state of ICT integration in Islamic education today and shows the upcoming directions for additional study and advancement in this area.* ***Keywords:** ICT, Digital Technology, Islamic Education, Educational Technology, E-learning* # INTRODUCTION The Islamic educational system is referred to as using a holistic approach to learning, just as it did in the early stages of Islamic culture. Islam is a way of life. In particular, the learning and teaching processes inside our educational system need to be updated for the digital age. Implementing educational initiatives is a forum that seeks to improve human existence, make it more honourable, and make people more capable and intellectual so they can adapt to changing times and civilizations and welcome a brighter future (Attas, M. N. A., & Ashraf, S. A. 1979). So that the desired educational goals can be perceived, all activities—or those involving all learning activities or thinking activities—are carried out in all educational activities in a systematic and holistic manner. Therefore, it is essential to carry out educational activities that are focused, measurable, and have defined goals in order to attain and desperately form noble and noble human beings as well as to the fullest extent possible (Buskens, L., & Van Sandwijk, A. (Eds.)., 2016). By introducing new opportunities for learning, collaboration, and knowledge sharing, information, and communication technology (ICT) has altered a number of industries, including education. Islamic education has embraced the integration of ICT to enhance teaching and learning experiences while respecting the values and principles of Islam. It is strongly founded in the Quranic teachings and the traditions of the Prophet Muhammad (peace be upon him). Muslims have earned the distinction of being the best Ummats since alone they strive to spread good and resist evil (Cook, B. J., 2018). Education is therefore a learned skill. In the words of God, "And Allah has brought you forth from the wombs of your mothers, and you knew nothing; but He has given you the hearing, the sight, and the hearts to be able to give thanks." (Jibia, D. A. A., & Haruna, H. H., 2017) Clearly, the Quranic text emphasizes that learning and intellectual development come through familiarity and are absorbed by hearing, sight, and intellect. The Holy Quran predates modern educators in this way. Religious education is the most considerable since it focuses on spiritual progression, self-discipline, and the development of performance in addition to the regard of virtuous conventions, honourable ethics, and dignified patterns (Uyuni, B., & Adnan, M. 2020). People will be able to participate in social life in the future in a way that is self-determined because of digital education. Digital education will also guarantee that businesses stay competitive. We must drastically change both what we study and how we learn in order to keep up with the digital transition. This is due to the fact that, in addition to reading, writing, and maths, digital abilities are now considered a fourth key competency (Al-Kahtani, S., & Al-Haider, S., 2010). The Qur'anic text is accessible to a global audience online in a variety of formats, with a variety of search options, alternative graphic designs, translations in Arabic and many other world languages, and a variety of audio and audiovisual facilities, reinforcing the certainty of its preservation (Qur'an 15:9). This is in addition to its availability in a variety of software packages. Islamic education encompasses a number of ideas and principles related to human nature, belief systems, reasoning, and attitude, as well as spiritual and material values. These ideas and principles are all intertwined within the unified Tawhidic framework that is founded on the Holy Quran and the Prophet's Sunnah. Individuals are taught and cultivated through Islamic education to create well-rounded people (Syamsuddin, K., et al., 2020). The use of ICT in Islamic education opens up a world of opportunities for students and teachers, allowing them to creatively investigate Islamic teachings and interact with huge internet resources. ICT has the potential to improve the accessibility, interaction, and success of Islamic education through virtual classrooms, online educational platforms, and digital Qur'an applications. The overall goal of this study is to offer insightful information about how ICT integration is now progressing in Islamic education and what effects it might have on students, teachers, and educational institutions. Islam's guiding principles and teachings can be promoted in a technologically advanced learning environment by embracing the potential and overcoming the problems presented by ICT integration. to have a general understanding of the debate of the application of new technological breakthroughs and Information and Communication Technology (ICT) that originates from the Divine revelation and Sunnah. The status of such innovation in teaching and learning from an Islamic perspective and how they fit in Islamic Shari’ah are also being explored in this work. Additionally, this study will highlight some of the positive as well as negative impacts of ICT on propagating Islamic education. The research was done using a qualitative methodology. Related publications, textbooks, and journals have been consulted to get a sense of the theoretical notions surrounding the subject. The topic is discussed using basic/fundamental sources like Quranic quotations and Hadith. Considering the effects of ICT in Islamic education while adhering to Sharia guidelines. The remaining article is structured as follows. teaching and learning from the Islamic perspective are discussed in section 2. How digital technology enhances Islamic learning along with digital technology applications is presented in section 3. role of ICT in the propagation of Islamic education is highlighted in section 4. lastly, conclusions are drawn in section 5. # TEACHING AND LEARNING FROM ISLAMIC PERSPECTIVE The term "education" refers to the underlying philosophy, curriculum, pedagogy, technology, assessment, and systems in Islamic education as a body of revealed knowledge. The term "Islamic" encompasses numerous schools of thought as well as a way of life and set of rules. As a result, Islamic education is a sort of education meant to support faith and promote Islam based on the Quran and Hadith \[8\]; see Figure 1: ![](64ec66787e922_media/media/image1.png) **Figure 1:** Technology facilitates Islamic education in teaching and learning (Shaaban, J. M., 2012) Figure 1 shows how technology makes it easier to teach and learn about Islam. Islamic education is also seen as holistic in that it includes both revealed (religious) sciences that come from divine revelation and acquired (academic) sciences that are learned through human intellectual capacities. The tawhid paradigm or the principle of divine unity should be incorporated with both sorts of knowledge. Islamic education is sometimes referred to as education in the spirit of Islam, which is inclusive of all human beings and does not distinguish between "religious" and "secular" knowledge. Islam views morality as the core of revealed knowledge. Islamic education generally aims at encouraging moral character and intellectual growth. This includes developing the three main human domains of cognition, affect, and psychomotor. Knowledge is highlighted and considered one of the aspects that affect a person's intellectual ability in the cognitive domain. The affective domain is important because it affects a person's values and attitudes. The psychomotor domain, which is concerned with behaviours and actions, comes last. Islamic education thus involves more than just the dissemination of knowledge. Briefly stated Islamic education encompasses all facets of life, including the spiritual, material, and intellectual ones, with the ultimate aim of enhancing life (Brett, M. T., & Brett, M., 1973). (Alvermann, D. E. (Ed.)., 2010) states that Islamic education is a method of teaching principles in people, in accordance with Quran Surah Al-Zumar verse 9. Islamic education was seen by (Lubis, M. A., et al 2019) as knowledge, with the idea of knowledge organically combining with human understanding and Islamic revealed knowledge. Although God is the source of all knowledge, it is permitted to divide knowledge into its basic components so that humans can benefit from the classification. There are crucial basic concepts in the Islamic educational system, according to (Beckmann, K., 2018). These fundamental ideas are intertwined and interdependent, which is congruent with Islamic knowledge's nature and aim. # DIGITAL TECHNOLOGY ENHANCES LEARNING AND TEACHING Students may be motivated to acquire Islamic education if digital technology is incorporated into an Islamic subject. The teachers could use some digital resources for teaching and learning in the areas of Islamic studies, Arabic language, science, and mathematics. Due to the animations and simulations they provide, educational digital apps may be fascinating to students. Briefly said, incorporating digital technology into Islamic education could improve the standard of instruction and learning (Mssraty, T., & Faryadi, Q., 2012). Additionally, it is important to promote the creation and use of digital applications as tools for education. This will give Islamic education teachers the confidence to use cutting-edge technology in their classes. According to a survey of relevant sources, the primary obstacles to incorporating digital technology in Islamic schools are a lack of suitable facilities and equipment, a shortage of competent teachers, and an unfavourable learning environment that prevents students from receiving the high-quality education they desire. ## Digital Technology Application in Islamic Education Digital technology has opened up numerous possibilities in the field of Islamic education, enhancing the learning experience for students and providing innovative tools for educators. Here are some applications of digital technology in Islamic education described in Table 1: **Table 1:** Application of Digital Technology In Islamic Education
No Ref# Application Description

1.

2.

3

4

5

6

(Islam, M.T., 2019)

(Haque, M. S., (2016)

(Hosseini, S. E., et al., 2014)

(Hureri, M. A., et al., 2019, Ishak, M. S. B. H., & Solihin, S. M., 2012).

(Zedan, A. M., et al., 2015)

(Lam, P., et al., 2015, Popovici, A., & Mironov, C., 2015)

Online courses and E/learning

Flexible education

Social media and online discussion forums

Augmented/virtual reality

Mobile apps

Online resources and digital library

Digital technology has enabled the creation of online courses and e-learning platforms that offer flexible and accessible education to a wide range of learners. Islamic educational institutions and organizations can provide courses on various topics, such as Quranic studies, Hadith, Fiqh, and Islamic history, allowing students to learn at their own pace and from anywhere in the world.

As a result of technological improvements, education is becoming more flexible and accessible in every subject. Online degrees and mobile learning are becoming more popular, physical boundaries have been removed, and technologies can help motivate to explore of Islamic teachings in a flexible manner.

Digital technology has facilitated the formation of online discussion forums and social media groups focused on Islamic education. Students and teachers can engage in discussions, ask questions, share resources, and seek guidance from experts and peers. These platforms foster a sense of community and enable collaborative learning beyond the confines of a physical classroom.

VR and AR technologies can create immersive learning experiences for students. For example, students can virtually visit historical Islamic sites like the Kaaba or Masjid al-Nabawi, allowing them to experience the architecture and history firsthand. AR applications can also be used to overlay additional information or interactive elements onto physical books or objects, enriching the learning experience.

Mobile apps have revolutionized Islamic education by offering a vast array of resources at the fingertips of users. These applications provide features like Quran recitation, translation, tafsir, prayer timings, Islamic calendars, and educational games. Students can engage with interactive content, memorize Quranic verses, and learn about various aspects of Islam through engaging and user-friendly interfaces.

Digital libraries and online platforms have made a wealth of Islamic literature and scholarly resources available to students and researchers. These platforms provide access to digital copies of classical Islamic texts, academic journals, research papers, and multimedia content. Students can explore a wide range of topics and access authentic Islamic knowledge from renowned scholars.
# DIGITAL TECHNOLOGY ENHANCES LEARNING AND TEACHING The use of Information and Communication Technology (ICT) can greatly enhance Islamic propagation activities by reaching a wider audience, facilitating communication, and providing access to educational resources. Here are some prospects for using ICT for Islamic propagation activities: Global Reach: ICT enables the global spread of Islamic teachings and communications. Geographical boundaries are broken down by Islamic scholars, organizations, and individuals who can communicate with people from various backgrounds and nations through websites, social media platforms, and internet video streaming. Communication and Interactivity: ICT offers a variety of methods for interaction and communication, enabling people to participate in debates, present queries, and seek advice from experts. Direct connection is made possible by platforms like online forums, live chat rooms, and video conferencing, which encourages a more engaging and personalized spreading experience. Online Islamic Education: ICT makes it easier for people to access accurate and trustworthy information by facilitating the dissemination of Islamic educational tools and materials. No matter where they are, individuals may study at their own pace and convenience with online courses, webinars, and video lectures. This develops a deeper understanding of the religion and aids in the dissemination of Islamic knowledge. Multimedia Content Creation: ICT makes it possible to create and distribute multimedia content, including podcasts, infographics, and films, which can be utilized to present Islamic teachings in a clear and aesthetically pleasing way. A larger audience, especially the younger generation, may become interested in multimedia content and participate in insightful conversations about Islam (Sahikh, Z. A., et al., 2012). Social Media and Online Communities: By enabling users to exchange Islamic content, connect with like-minded people, and build online communities cantered around Islamic teachings, platforms like Facebook, Twitter, Instagram, and YouTube provide chances for the promotion of Islam. These forums can promote constructive dialogue, clarify myths, and offer assistance to those who are considering Islam. Mobile Applications: The ubiquitous usage of cell phones means that mobile applications can be powerful tools for spreading Islam. These apps may offer functions like Quran translation, interpretation, and recitation, as well as access to Islamic literature, timings for prayers, and daily invocations (Shan-A-Alahi, A., & Huda, M. N., 2017). They provide people with a practical opportunity to interact with Islamic teachings while they are on the go. Translation and Localization: Islamic texts, audio, and video content can be translated into numerous languages by means of ICT, making them available to a wide spectrum of individuals around the world. Islamic education campaigns can more effectively target certain populations by being localized to take into account cultural differences (Sulaiman, K. D. O., 2014). Virtual Reality and Augmented Reality: Emerging technologies like augmented reality (AR) and virtual reality (VR) have the ability to completely change how Islam is spread. They are able to design immersive and interactive experiences that let people interact with Islamic teachings in novel and interesting ways, such as virtual tours of Islamic sites, historical reenactments, or virtual classrooms (Sulaiman, K. D. O., 2020). It's important to note that while ICT offers numerous prospects for Islamic propagation, the intention and sincerity behind the propagation efforts remain crucial. Authenticity, accuracy, and adherence to Islamic principles should always be prioritized when utilizing ICT for Islamic propagation activities. ## Factors To Be Considered in The Propagation of Islam While Using ICT When utilizing Information and Communication Technology (ICT) to spread Islamic education, there are several important considerations to keep in mind: \- **Figure 2**: Factors to be considered spreading Islam while using ICT **Content quality**: Ensure that the content being shared through ICT platforms is accurate, reliable, and aligned with authentic Islamic teachings. Verify the credibility of the sources and provide references where appropriate. **Care about target audience**: Identify the specific demographic or group you aim to reach with your Islamic educational content. Consider their age, background, language proficiency, and cultural context to tailor the content and delivery methods accordingly (Uyuni, B., & Adnan, M., 2020). **Collaborative partnerships and Online community**: Collaborate with reputable Islamic organizations, scholars, and educational institutions to enhance the quality and reach of your Islamic educational content. Joint initiatives and partnerships can provide diverse perspectives, resources, and expertise to enrich the learning experience (Lubis, M. A.,. et al., 2019). Foster an **online community** where learners can engage with one another, ask questions, and seek clarification. Provide opportunities for discussions, forums, and live Q\&A sessions with scholars or qualified individuals to enhance the learning experience and encourage active participation (Nurhaeni, T.,. et al., 2021). **Accessibility**: Ensure that the ICT platforms and resources you use are accessible to a wide range of users. Consider factors such as internet connectivity, device compatibility, and user-friendly interfaces to make the content easily accessible to different individuals, including those with disabilities (Sunarya, P. A., et al., 2021). **Language diversity**: Islamic education should be accessible to individuals from various linguistic backgrounds. Consider translating content into different languages to reach a broader audience and facilitate their understanding and engagement with the material (Sulaiman, K. D. O., 2020). **Student-centered learning:** Also known as learner-centered education, is an educational approach that places the student at the center of the learning process. In contrast to traditional teacher-centered approaches, where the teacher is the primary source of information and instruction, student-centered learning shifts the focus to the needs, interests, and active participation of the students. The goal is to create a more engaging, meaningful, and effective learning experience that promotes critical thinking, problem-solving, and lifelong learning skills. **Interactive learning**: ICT platforms offer opportunities for interactive learning experiences. Incorporate multimedia elements such as videos, audio clips, quizzes, and interactive applications to make the learning process engaging, enjoyable, and effective (Ismail, I., Ali, H., & Us, K. A., 2022). **Ethical considerations**: Adhere to ethical standards when utilizing ICT platforms for Islamic education. Respect user privacy, ensure data protection, and avoid engaging in online activities that may compromise the integrity or credibility of educational content (Qazi, A., et al., 2021). **Continuous improvement**: Monitor user feedback, track engagement metrics, and conduct regular evaluations to assess the effectiveness of your Islamic educational initiatives. Use this feedback to refine and improve your content and delivery methods over time (Nurhaeni, T., et al., 2021). **Adapting to emerging technologies**: Stay updated with advancements in ICT and explore innovative ways to utilize emerging technologies in Islamic education. For example, consider leveraging virtual reality, augmented reality, or mobile applications to provide immersive and interactive learning experiences (Lubis, M. A.,. et al., 2019). **Information Accuracy**: Ensure that the information being propagated is accurate, authentic, and in line with Islamic teachings. Misinformation can spread quickly on the internet, so it's crucial to verify information from reliable sources before sharing it. The ultimate goal is to disseminate accurate and authentic Islamic knowledge while fostering a positive learning environment. By considering these factors, you can effectively utilize ICT to spread Islamic education to a broader audience. **CONCLUSION** Muslim society should not undervalue the use of ICT in Islamic education because this innovative strategy offers a quick and simple way to teach and study in accordance with globalization. The use of ICT in Islamic education is essential for teaching and for maintaining the concepts with current events in order to promote the growth of human thinking abilities. Critical thinking abilities are also founded on "a practical vision of Islam that cultivates an individual who is an active person and who contributes positively to the deep concern of Islamic contribution for Islamic values and purposes, divine revelation, and Islamic knowledge." This research serves as an example of the significance of technology in spreading Islamic education in a multicultural society. Communication amongst people without regard to time or place is facilitated by media. 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