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This research was prepared to obtain an analysis and compare the financial performance of two large issuing companies in the pulp and paper industry, namely PT. Tjiwi Kimia Tbk. and PT. Indah Kiat Pulp & Paper Tbk. by using the 2022 and 2023 financial reports as a data source. The method used is financial ratio analysis which includes liquidity, solvency, and profitability ratios. Based on the results of an in-depth study, it can be stated that PT. Indah Kiat Pulp & Paper Tbk. has better performance in terms of liquidity with a current ratio of 2.65 in 2023, compared to PT. Tjiwi Kimia which has a current ratio of 1.24. However, in terms of solvency, PT. Tjiwi Kimia has a lower debt-to-equity ratio (DER), namely 0.51 times compared to PT Indah Kiat of 0.69 times, indicating that PT Tjiwi Kimia's financial risk is relatively smaller. In terms of profitability, both companies are seen to have proven positive performance. PT Indah Kiat's net profit margin in 2023 will be 11% with an ROE of 14.6%, while PT Tjiwi Kimia posted a net profit margin of 8.7% with an ROE of 13.6%. However, both PT Indah Kiat and PT Tjiwi Kimia still need to improve operational efficiency and manage financial risks prudently, especially regarding debt management.

Scientific papers at this time are something that must be mastered by a student. Scientific articles produced by someone contribute new knowledge to the world of Education. This study aims to analyze the obstacles experienced by students when writing scientific articles. The research was conducted on biology education students at the Open University who are in their final semester and take scientific work courses as one of the graduation requirements. There were at least 13 students who were the research samples taken purposively. To obtain data, the researcher provided a questionnaire and conducted interviews with a sample of students. The data were then analyzed descriptively and resulted in the discovery that the main barriers of biology education students in writing scientific papers are lack of student experience in writing scientific papers especially in the components of scientific papers. They found it difficult when creating an introduction (54%), method (46%), and presenting results and discussions (54%). The recommendation from this study is the need to develop learning strategies in scientific work courses that can train students to get used to developing ideas and process these ideas into original articles and free from plagiarism.

Penelitian ini bertujuan untuk mengetahui peningkatan motivasi belajar peserta didik kelas VII.2 dalam pembelajaran pendidikan pancasila melalui penggunaan media Quizizz Paper Mode di-SMPN 33 Palembang. Penelitian ini menggunakan pendekatan penelitian tindakan kelas (classroom action research) yang dilakukan selama tiga siklus dengan subjek penelitian seluruh peserta didik kelas VII.2 SMPN 33 Palembang dengan 32 orang peserta didik yang terdiri atas 19 Laki-laki dan 13 Perempuan pada materi Bab VI yaitu Bekerja Sama dan Begotong Royong di mana dalam tiga siklus yang dilaksankan ketiganya melakukan tahap perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian ini di observasi oleh tiga observer yang hasilnya di analisis dengan menggunakan teknik analisis deskriptif persentase. Hasil penelitian ini menunjukkan bahwa penggunaan media Quizizz Paper Mode dapat meningkatkan motivasi belajar peserta didik kelas VII.2 SMPN 33 Palembang hal tersebut dapat dilihat pada kegiatan pra siklus dengan motivasi belajar peserta didik sebesar 47% meningkat pada siklus 1 menjadi 67%, siklus 2 77% dan siklus 3 86% yang berarti media pembelajaran Quizizz Paper Mode dapat meningkakan motivasi belajar peserta didik.

This article traces the history of the relationship of papermaking and paper to libraries over time. Paper was first made in China and is traditionally considered one of that nation's four greatest inventions, along with gun powder, printing, and the compass. Papermaking was often associated with archives in its early development in China, as well as when it was introduced to Japan, where it came to be a part of some Shinto and Buddhist temples, and later governmental agencies. Under Islam, the availability of paper was linked to increased literacy and growth of libraries. In early modern Europe, before the widespread use of wood in the papermaking process, libraries and archives were part of an "economy of paper" with paper at times being in short supply. In the modern era, the world of papermaking did not intersect much with the world of the library, which made progress with the problem of brittle books, one of its greatest challenges, slow, though recent efforts of government, industry, scientists, and representatives of the library have produced positive results. The damage caused by wood-based paper in libraries was mirrored by the environmental damage caused by wood-based papermaking in communities. The history of papermaking and libraries demonstrates the importance of understanding the technologies which support the library, while also advocating effectively to the representatives of all its sources of support in ways which promote the values of the library and its associated community. [ABSTRACT FROM AUTHOR]

Purpose – This study aims to reveal bibliometric data related to the study of Islamic education. Design/methods/approach – This study uses a bibliometric analysis method to examine publishing trends and emerging themes surrounding the study of Islamic education. The study is limited to the types of documents, articles, proceedings, reviews, and book chapters. This study uses the Scopus database, and the data was collected on July 1, 2021. The targeted data was retrieved by applying the search keywords: “Islamic Education” OR “Madrasah” OR “Islamic School.” Findings – The results of this study reveal that there has been an increase in the study of Islamic Education in Scopus-indexed journals over the last five years, with most of them written by Indonesian scientists. However, most articles published in the two journals are not specific to the study of Islamic education or religious studies. Research implications/limitations – This study is limited to Islamic education research in the Scopus database. This study only looks at bibliometric data analysis. Further studies based on the systematic literature review method can investigate the findings. Islamic education researchers can use the results of this study to develop future research topics. Practical implications – This study sheds light on the evolution of Islamic education research. The results of this study have implications for a more focused direction of Islamic education research through information science tools.

Phenomena such as migration, flight, integration, conversion and multilingualism play a major role in the multi-ethnic societies of Eurasia, whether in Germany and Austria or in Turkey and Tatarstan. In Germany, a model was developed on how to deal with these phenomena with young people in an emphatic, empowering and multilingual manner. This "Pasha method" ties in with the genealogy, language and religion of the participating children. The inspiration for the method came from Alabuga in Tatarstan in 2011 . This text attempts to discuss further possibilities of utilizing the Pasha method in the light of interreligious relations and comparative biographical analysis, since the biographies between the Ottoman Empire and Germany in the 19th century were often colorful and multifaceted, like those of the Ottoman Pasha named Mehmed Ali from Magdeburg.

The objective of this research is to examine: 1) the background in doing the curriculum enrichment; 2) the stages in managing the curriculum enrichment, and 3) the implications and the management of the curriculum enrichment. It is qualitative and naturalistic in nature with a case-study approach and, an interpretative analysis was made on the empirical data using a reflective-interpretatif method and a theory of analysis of spiral data. The results showed that 1) the curriculum enrichment was made by an educational institution, related to the excellence program, and its implementation was based on the academic experiences and tried to apply ideas of modernity; 2) teachers were very dominant in doing the changes and also in making the analysis, in determining the indicators of the curriculum materials for "MAN I Unggulan" Tulungagung, and anything was are based on the decision of the educational institution as the implementing manager; 3) since the curriculum enrichment is competence and professional needs, in terms of the learning activities and the learning results, the supervision and control should be integrally considered. The implication of the curriculum enrichment in "madrasah" is the improvement of the competence in the science and technology without ignoring "iman" ("faith"), "Islam" and "ihsan" (good deed).

Building on postcolonial, feminist and gendered migration theories and the ‘turn to mobility’ this article aims to explore the agency of so-called low-skilled Moroccan female marriage migrants in Flanders (Belgium). More precisely, it aims to study how religious temporality plays a role and how it shapes their experiences in a specific context of migration and precariousness. It questions how these women invoke a religious temporality in confronting the uncertainties and difficulties of which motherhood and a precarious residency status are the most challenging and stigmatising. Firstly, focussing on two ethnographic vignettes this article empirically analyses their nonlinear, risky and often undocumented trajectories laying bare a politico-discursive temporality in marriage migration, motherhood and belonging. Secondly, it analyses how exactly these women tend to challenge this bureaucratic temporality. The analyses show that through their active engagement with sabr (patience) and tawakkul (reliance on God) these women become agents. [ABSTRACT FROM AUTHOR]

This paper represents one of the most recent and pertinent studies conducted in Afghanistan, aiming to address the societal imperative of comprehending the factors behind the fall of the Republic government and the subsequent rise of the Taliban to power. Furthermore, the paper seeks to analyse public attitudes towards the current situation. Employing a quantitative approach, the research utilizes a descriptive-analytical method through questionnaires and the participants include social media activist, students and universities professors, the data collected by online survey according WhatsApp, Facebook messengers, telegram, email and other social media groups from different ethnic groups. The findings of this research have identified several pivotal factors contributing to the ascent of the Taliban to power, including the US-Taliban agreement in Doha, Qatar; political disparities; administrative and financial corruption within the Republic's administration; Pakistan's support for the Taliban; the previous government's accord with the Taliban; ethnic dominance; robust military morale of the Taliban; and proficient war management by the Taliban. Afghanistan, as a multi-ethnic society, witnesses political dynamics predominantly rooted in ethnic affiliations. The majority of respondents express dissatisfaction with the current Afghan situation, displaying significant concerns for the populace. Foremost concerns, in terms of prioritization, encompass poverty; closure of girls' schools; restrictions on women's education and employment; escalation of civil unrest; mono-ethnic rule; ethnic conflicts; emergence of ISIS; ethnic marginalization; violations of citizenship rights; political participation and legitimacy crises; and authoritarianism. Consequently, to address the political crisis and establish a viable system, the research concludes that while Pashtuns lean toward a centralized system, Hazaras, Tajiks, Uzbeks, and Turkmens evince greater interest in a decentralized structure.

This paper answers the call for the importance of integrating the Islamic worldview into science classes. This research provides insights into science teachers' experiences of integrating science and Islam, as well as additional surveys to reveal gains in student understanding. This research consists of two stages. Study 1 used phenomenology and focused on the voice of science teachers through focus groups. This research involved five focus groups in five Islamic high schools providing information describing their experiences. Through thematic analysis techniques, several findings were obtained as follows: (1) the concept of integration emphasises more on the balance of compliance between vertical and horizontal; (2) the integration pattern places more emphasis on learning materials; and (3) in terms of benefits, this effort is focused on increasing understanding and followed by study 2 which aims to add to the evidence base by investigating the effect of integration patterns on student understanding. The results showed that there is evidence that the support of an overarching integration pattern contributes to students' understanding of the material. As a recommendation, it is necessary to strengthen integration at all stages of science learning, allowing students to take advantage of discussions in class to develop more relevant abilities.

Purpose: This article provides an overview of how childhood curriculum in the United Arab Emirates (UAE) is designed to serve cultural values. Design/Approach/Methods: The framework of kindergarten curriculum adopts the uniqueness of children laying the foundation for their cultural identity. This paper provides a description of how this is achieved through a case study of the kindergarten curriculum in the UAE. Findings: The core elements of Emirati culture are delivered in the early childhood education (ECE) curriculum, which is influenced by global practices. Islamic studies is a key component in the Emirati kindergarten curriculum, which is designed to help children practice principles of religion, with the main Islamic values of gratitude and charity as aspects that are deeply embedded. Similarly, through social studies, children learn about Emirati heritage and culture. In addition to exposure to world communities, the learning experience engages children in authentic stories that relate to their personal lives, families, and community to build national awareness. Originality/Value: This paper sheds light on ECE in the UAE. Although the topic is of interest to UAE policymakers and educators and the global audience interested in UAE education, there is no study to the researcher's best knowledge that has examined the influence of the UAE culture on ECE curriculum.

Within the Chester Beatty Library, Dublin, is a small, but especially interesting anthology of Persian poetry. Although the manuscript's colophon is missing, the stylistic evidence of its badly damaged illustrations and illuminations indicates that it was produced in Shiraz in the 1430s or 1440s. The discussion considers two unusual features of the manuscript, the first of which is that seven folios of a type of paper, generally thought to be of Chinese manufacture, are included among its 171 folios of otherwise Islamic paper. As is typical of this so-called Chinese paper, the folios are coloured—in this case an olive green—and one is decorated with a gold painted design of what appears to be an immature fruit of some sort, along with lobed leaves on a curling vine. Equally intriguing are the scenes and patterns, painted exclusively in gold, that fill the margins of the folios throughout the manuscript. No other such margins are known in any other contemporary manuscript. [ABSTRACT FROM AUTHOR]

The Prevent Duty requires universities in the United Kingdom to identify and report students who might be seen as 'vulnerable' to radicalisation. Since its introduction in 2015, the duty has been subject to increasing empirical research in the education sector. However, there has been limited research that specifically explores Muslim students' perceptions of Prevent in British universities. This paper directly addresses this gap in research by drawing upon the qualitative experiences of 25 university students who self-identified as 'British Muslims'. Individual, semi-structured interviews were transcribed and analysed using Thematic Analysis. The findings demonstrate the securitisation of higher education and 'policing' of Muslim students. The paper draws on Pantazis and Pemberton's use of the 'new suspect community' thesis in order to examine participants' views and experiences. When analysing the data, three particular themes are especially prominent: as a tool of 'surveillance', Prevent hampers freedom of speech, threatens student activism and forces Muslim students to hide their Muslim identity to avoid being labelled as 'radical' or 'vulnerable' to terrorism. It will be concluded that the 'surveillance' function of Prevent is problematic on the grounds that it renders universities 'modern-day panopticons'.

At the 2021 conference of the Society for the Study of Christian Ethics, Linda Woodhead presented a paper entitled 'Truth and Deceit in Institutions'. Amra Bone was then invited to deliver a response to this paper drawing on her knowledge of Islamic traditions and culture. This article is her response. The article highlights the importance the Qur'anic scripture gives to justice and neither distorting nor refusing to give testimony. It then briefly explores the Arabic term Kufr found in the Qur'an. Whilst more commonly interpreted to mean disbelief, this term literally means hiding or covering up truth. Dishonesty can therefore be equated to disbelief which makes it a very serious matter for Muslims. Therefore ethics determine that the road to greater institutional honesty must be adopted. In Islamic Law the end does not justify the means; rather the outcome rests with God alone and the responsibility given to men and women is to act honestly and ethically. For any institution or society to develop positively, every individual must play their part and take this responsibility seriously and not to rely on a few courageous individuals. [ABSTRACT FROM AUTHOR]

Using Islamic project finance is the solution to fill the gap between infrastructure demand and available finance. This study aims to investigate if it is appropriate to use Islamic finance to fund the infrastructure project, as one specific sector that is facing major challenges in long-term financing, and it intends to select the most appropriate instrument that is inconsistent with Non-Muslim countries’ law and culture. The methodology and approach that will be used is a qualitative method which is used to study the Islamic financial tools, compare them with other financial instruments, and discuss the potential implementation of Islamic project finance structure to fund the infrastructure project in Italian environment. The study concentrates on exploring the Italian laws that are resembled to Shariah principle in order to make it more acceptable for the Italian culture. The study concludes that using Islamic finance can be used to finance infrastructure projects by using existing laws and regulations. This study is also expected to benefit the Italian government and investors in making their financial decision, and it will be a new experience for Europe countries.

The relationship between spatial conceptions and students' spatial abilities is still rarely studied specifically, even though this is the basis for students to think in learning geometry. This paper aims to explore spatial abilities and the development of spatial ability theory, discusses the relationship between spatial conceptions in students' understanding, and how to develop HLT (Hypothetical Learning Trajectory) in transformation geometry learning. HLT design consists of three stages: initial design, experimental, and retrospective analysis. The results of HLT are then refined into LIT (Local Instructional Trajectory). Then this paper present the empirical results of the perceptions of twenty 9th grade students in one of Islamic private school in Kabupaten Kuningan, West Java, Indonesia, towards the corresponding geometric and math questions. Literature review analysis was used to analyze the retrieved articles. At the end of the paper, we explain and discuss how to apply mathematical conceptions in learning geometry. This research is expected to be a guidance for teachers to develop learning in accordance with the students' spatial thinking process in studying geometry.

The Muslim world has witnessed the emergence of several Islamic-based institutes and universities in the last four decades, in keeping with some of the recommendations of the World Conferences on Muslim Education. Yet there has not been a comprehensive study of the system as operated in various contemporary Muslim settings, with a view to assessing the degree of its adequacy and efficacy. The purpose of this paper is to carry out a comparative evaluation of the Bachelor's degree in Islamic Education programmes of the International Islamic University Malaysia (IIUM) and the University of Lagos in Nigeria. The choice of the two educational settings was informed by the impression that Malaysia offers some of the best practices in Islamic education, which may be used as standards in benchmarking for Islamic education in Nigeria, an African country with the largest Muslim population. The significance of such a study lies in its potentiality to expose the strengths and deficiencies of each of the models, as well as highlight their commonalities and differences with regard to educational aims, curricula, structures, teaching methods, and evaluation procedures. The paper is guided by three research questions seeking to elicit information or generate data about the nature of the two models being evaluated, the comparative strengths and weaknesses of the two models, and ameliorative propositions with potential to enrich or enhance the quality of the two models. The paper employs curriculum criticism and the analytic method in its comparative evaluation. The significance of the paper lies in its ameliorative propositions for curriculum enrichment purposes, aimed at making the two models better and of merit.

This paper aims to understand the influence of Islamic religious philosophy on the application of gifted education in schools. To date, little attention has been paid to the influence of religion, particularly Islam, on how giftedness or areas of talent are viewed and accommodated in the education system. The article considers that Islamic culture pays more attention to areas of talent, such as religious studies, leadership, wisdom and morality, with much emphasis on highly able people with spiritual, social and emotional needs. While in the West, religion may have less impact on gifted education which could be because of separating religion from the state. Therefore, a number of areas of giftedness/talent may be admired or ignored due to the influence of religion when it comes to educational practices. This paper gives an example of how Islam influences some areas of giftedness/talent such as music, art, sports and leadership.

With the current situation of COVID19 outbreaks and the execution of lockdowns and social restrictions and distancing, people are turning to the use of smart technologies to communicate and perform daily activities. In fact, current education scenario during COVID19 has increased the need to use new media in the teaching and learning processes. In order to be a good user of the new media technology, Muslims must advocate to the principles of upholding knowledge and guidance from truthful sources of knowledge such as the Quran and Hadith to avoid becoming deviant users of the new media. The main objective of this paper is to present the Islamic perspectives in terms of the ethics of using the new media in education during COVID19. This concept paper analyses data extracted from referencing secondary sources such as academic journal articles, scholarly books and online newspaper articles to understand new media and the current online distance learning situations taking place during the COVID19 phenomena. These guidelines would contribute towards aiding teachers and students to have an increase of knowledge and awareness towards the usage of new media as tools during the distance learning transformation while facing the hurdles of life-long learning situations during COVID19.

In response to the Indonesian government's policy forcing a rapid transition to distance learning, the college developed an emergency e-learning programme plan to ensure learning continues. Generally, this paper aims to highlight the impact of the COVID-19 pandemic on Islamic universities in Indonesia, especially biology teacher education. This paper also describes lecturers' experiences in developing approaches different from those proposed by the institute. We used mixed methods to dig deeper into online teaching transition and its problems. Data was collected through a questionnaire on faculties and students studying at the biology education department of Islamic state universities in Sumatera, Java, Sulawesi, and Nusa Tenggara, Indonesia. Faculties and students expressed their attitudes, beliefs, and evaluations. The developed emergency e-learning programme cannot be used optimally due to potential factors, such as information and communication technologies (ICT) tools and technological pedagogical knowledge. Faculties improvised online teaching using other platforms such as WAG and e-mail, which are guaranteed easy access by students. With this way, they maintained social contact with students and ensured students to keep continuing to build literacy skills. Faculties also created content in the form of demonstration videos for practicum, which is uploaded on YouTube. Unless, using the virtual laboratory is still a big problem.

Since its establishment, Islamic religious pedagogy at German-speaking universities has primarily faced basic questions like: What kind of methodological and didactic approaches can be employed in Islamic Religious Education (IRE) and how should the structural framework be designed? Analyses concerning these questions are often drafted via top-down approaches, which neither hypothesise from practice nor consider the perspectives of Muslim populations and parents. This paper gives a hearing to those voices from a practice-theoretical research perspective, which is built upon an evidence-based empirical analysis of everyday practical realities. The study of these realities was conducted in Austria, where IRE has been taught within the public education system nationwide since 1982/1983. This article evaluates the importance Muslim parents assign to religious questions among different concepts of education, and also deals with the question of which pedagogical approach they favour. Furthermore, the paper analyses the parents' position concerning religious formation in mosques and schools, and points out their related expectations, aspirations and worries. Consequently, the paper breaks new ground by profoundly illuminating the realms of experience of Muslim students and by providing the basis for pupils to be systematically taken into account in religious pedagogical and religious didactic approaches.

Purpose: In this paper, the author adapts the concept of culturally relevant pedagogy and the pedagogy of hope for Middle Eastern Muslim students' education. This paper aims to develop a new perspective for educating Middle Eastern Muslim students by focusing on Islam by considering being Muslim as a cultural way of being and living. Design/methodology/approach: Pedagogy of hope (Hooks, 2003), particularly the concept of healing in education and culturally relevant pedagogy (Ladson-Billings, 1995), guided this study during the research process. Findings: Three themes of culturally relevant pedagogy through a picturebook by Mobin-Uddin (2007) entitled "The Best Eid Ever" was examined to illustrate how this picturebook can be used as an example of culturally relevant pedagogy. Research limitations/implications: The limitation is the researcher's interpretation as a Middle Eastern Muslim who lived in a Western country. "The Best Eid Ever" (2007) can be used in the classroom for Middle Eastern Muslim students' education to discursively build a positive identity and educate students from different backgrounds. More studies may investigate other texts (e.g. novels) with Middle Eastern Muslim characters. Further research can also explore the use of this book in the classroom. Originality/value: This study provides qualitative description of a picturebook from culturally relevant pedagogy and pedagogy of hope to guide teachers to bolster Middle Eastern Muslim students' schooling experiences.

Purpose: Considering the role that students' diverse identifications play in education, this paper aims to contribute to the developing discourse on multicultural education concerning the status of ethnic, religious and linguistic diversity in Iranian upstream educational documents (UEDs). Design/methodology/approach: This paper explores the status of ethnic, religious and linguistic diversity in Iranian UEDs through quantitative and qualitative content analysis. Findings: Findings show that three continuous patterns are repeated throughout the documents: (1) The so-called diversity: although there are promising and positive statements about diversity in the documents, they are indirect, and this level of attention is very superficial and limited; (2) Affirming assimilation: the documents are covered by presenting the Islamic-Iranian identity, and somehow almost all the issues raised in the documents end up in this pattern; and (3) Pattern of contradictions: content analysis shows that the content of documents does not have intellectual and logical coherence. Practical implications: This research paper points to the need for a systematic analysis of ignoring diversity operating in UEDs in Iran. Originality/value: To the best of the authors' knowledge, this paper broadens the document analysis as one of the first research to critically explore the depiction of diversity in important UEDs in Iran.

Purpose: This paper aims to confront some of the many facets of academic freedom as a whole, including the shared concerns with Western academia, its relationship to the politics of Arab society and the relevance of these issues within local political domains. It attempts to profile the problems hindering societal progress beyond the seemingly defined truth. While this subject has many facets, this article only examines academic freedom within the scope of knowledge and inquiry derived from the revered text of the Qur'an, including its relation to democracy and radicalism. It is an effort to refocus Arab intellectual dialogue on its ailing academia. It also argues for Arab society to reclaim its core culture of Islam as an enabler of learning aside from the Eurocentric perspective of academic freedom. Design/methodology/approach: This paper uses an expository and persuasive format in its novel perspective. This expository form sets out the argument of academic freedom as being indigenous to Arab-Islamic heritage and pursues a persuasive statement for its resolution. This format outlines the main familiar aspects of academic freedom and lays out its components within Arab-Islamic history. Findings: This paper provides insights and arguments supporting its main theory. It suggests that Arabs must judiciously consider what their education will look like and accomplish in the next 100 years, considering the sociopolitical status quo and the chances of changing it. It argues that academic freedom is indigenous to Arab-Islamic early history, academia and knowledge governance. Therefore, Arab academia must not ignore its heritage to examine what hinders education and intellectualism. It concludes with the point that reinstalling a culture of knowledge will create a relevant democracy. Research limitations/implications: The implications for research, practice and society are vast. Further academic freedom research would redefine terms of processes, change the role of academic leadership, debunk locally dominated politics, introduce learning-first policies, balance inequalities in gender, abolish academic tribalism and move past colonialist ideas and predominance. For researchers, this point of view would open doors for new scholastic approaches. Practical implications: This paper includes practical implications that stem from an approach that would provoke practical possibilities and call for more academic conversations. Further conversations should explore and debate the gaps in Arab-Islamic knowledge history. The Global South of the Arab World or the Middle East and Northern Africa/Southwest Asia North Africa region could consider drafting a contemporary MENA account of a Magna Charta Libertatis Academicae or a Magna Charta Universitatum that is galvanized by Arab revivable heritage. Moreover, It would be productive if Western universities that operate in the Arab World would also take an active role in denouncing undemocratic practices and not merely operate as commercial enterprises. Social implications: Realizing academic freedom in Arab institutions will have a positive spillover effect on Arab society, including thriving and free media, freedom of speech and gender issues. Academic freedom is one of the main elements in structuring free political culture that adhere to the principles of tolerance. Academic freedom is necessary for showing all contesting ideas in a better light and, ultimately, achieving a form of intellectual equipoise. Originality/value: This paper concerns academic freedom in the Arab-Islamic World. The majority of academic freedom scholarship today assumes a Western democratic context in discussing or even arguing against it. The paper's focus is a novel expansion of that literature.

Project-based learning (PBL) is a relatively recent innovation in teaching methodology that uses real-world learning activities to engage student interest and motivation. PBL equips students with skills necessary for the current job market: communication, collaboration, creativity, and critical thinking. This paper provides an overview of PBL, highlighting its effectiveness and potential role in helping students learn these skills. Steps for successful implementation of PBL are outlined, with particular focus on project design and assessment methods. PBL is then linked to moral education, both generally and with specific reference to the United Arab Emirates, with examples showing how PBL has been utilized to achieve this country's educational policy aims. The paper concludes that PBL should be adopted to deliver the moral education curriculum and promote student engagement in community development projects.

The public resurgence of religious adherence in the West remains one of the defining qualities of this century. If secularisation theory can be understood to articulate the inevitable secularisation of post-enlightenment European societies, religious converts may be understood to epitomise some of the theory's failings. Through a narrative-ethnographic investigation into the identity configurations and educational experiences of fifteen millennial (born between 1981 and 1996) Muslim converts, my doctoral research indicates that these converts tend to construct deeply religious identities, characterised by scriptural literalism. Set within the backdrop of an educational context that some perceive as increasingly censorious, these convert Muslims provide a heuristic device with which to examine the contested public spaces in which religious subjectivity can be expressed. This paper will bring literature challenging the securitisation agenda in education, into conversation with theories resistant to the impulse to seek consensus in social and educational debate. Advocating for more agonistic approaches to education, I will present examples from my data that warn of the ways in which 'hardened' secular and liberal biases may contribute towards an unmooring of the pluralistic endeavour. Located within contemporary debates about the importance of religion as a discursive aspect of modernity, the chilling of free speech and the place of transgressive thought, the paper encourages an expansion of opportunities to disagree.

Purpose: Islamic schools in Western secular societies are evolving in response to collective concerns over marginalization of Muslim children and communities and to increasing demands for high-quality education in the faith tradition. These schools are at the center of public debate over how they fit within secular societies. This paper aims to take a pedagogic look at the literature in the field of Islamic Education Studies. Design/methodology/approach: Engaging in a collaborative thematic analytic review of this literature, in an educational hermeneutic approach, two novel themes are discerned as features of Muslim learners' diverse educational landscapes. Findings: The first theme, Dual Consciousness recognizes that young Muslims live parallel lives, moving between secular and faith-based schools and communities, and suggesting potential in developing cognitive flexibility across epistemic horizons. The second theme, Educational Transferables is a coalescence of abilities that young Muslims develop within sites of Islamic education, which may enhance their engagement in secular schools and societies. Social implications: In highlighting possibilities for young people's educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, the themes featured in this paper suggest that Muslim learners' complex educational experiences make varied contributions to heterogeneous societies. Originality/value: Despite ongoing forces of marginalization, expressions of Islamic education have benefits for young Muslims negotiating complex sociocultural and educational worlds. In highlighting possibilities for young people's educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, these themes suggest that Muslim educators can nurture in young people the ability for complex, conceptual integration in contribution to heterogeneous societies.

Most sacred texts are filled with denotative and connotative meanings, thus making theses texts holy and sacred. This results in making these texts sensitive when dealing with the original text or the translated text. The reason for this sensitivity can be due to the content of the taboo or hidden message within the text. Euphemism is one of the used and evident linguistic features of many holy and sacred texts. This paper investigates and compares three different translations of the Quran with special focus on euphemisms for hardship in the Quran. It aimed at answering the question of what translation techniques and euphemism types are used to translate euphemism for hardship in the Quran. The paper argues that literal translation is the most applied technique in the translation of such euphemism.

English is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers' beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine teacher practice in classrooms where English is not assigned the assumed de facto status of a 'global lingua franca'. In engaging a Bourdieusian lens, this paper explores teachers' perceptions of the (lack of) symbolic and linguistic capital of English language learning in pesantren, the emergent tensions, and how these frame teacher beliefs and practice. In so doing, this paper aims to contribute to the broader debates in the field that seek to critically analyse and reframe the hegemonic status of English as a global educational commodity of political-economic power.

While insights into the effects the COVID-19 pandemic has had on formal schooling are still patchy, even less is known about the pandemic's impact on nonformal education systems, including institutions of Islamic learning. In this paper, we explore the nexus between pandemic control and the securitization of Qur'anic education in northern Nigeria; that is, the framing of Qur'anic schools, teachers, and students as security threats that necessitate tough responses. Security concerns have long dominated perceptions of Qur'anic schools in this region, which has been plagued by sectarian and interreligious violence. Qur'anic students often have been cast as future hoodlums and easy recruits for radical groups and depicted as vectors of disease, even as epidemiological evidence remains scarce. In this paper, we argue that security framings have proven highly adaptable in the context of the COVID-19 pandemic. We examine how perceptions of Qur'anic students as dangerous legitimized the forced clearance of schools and student deportations. Drastic interventions have also bolstered perceptions of COVID-19 as a hoax and a plot by politicians to further their own agendas. Data for this paper come from 14 verbal diaries recorded in Kano, Nigeria, from April to June 2020, nine interviews with Qur'anic teachers and students affected by school clearances, and our analysis of Nigerian newspaper reporting.

Taxonomy is a set of hierarchical models that is applied to classify educational learning goals or objectives into a certain level of complexity. Many models have been developed and implemented to suit the educational settings of schools or educational institutions around the world. Realising the importance of educational taxonomy, the purpose of this paper is to explore the function and role of the taxonomy framework used in education, especially through the lens of Bloom, Anderson and SOLO's (Structure of the Observed Learning Outcome) framework. In addition, this concept paper also aims to formulate a more holistic alternative taxonomy based on the concept of Syed Muhammad Naquib Al-Attas. Research on Bloom, Anderson and SOLO's taxonomies is not intended to deny the role and contribution of existing taxonomies, but to provide an alternative and space in creating a balanced system of cognitive classification of students through teaching and learning as well as in the evaluation system.

With the conversion of Turks to Islam, it is seen that Islamic works began to emerge in the field of Turkish language. Among these works, Qur'an translations have an important place. Qur'an translations are in the forms of tafsirs (commentaries), surah tafsirs and interlinear translations. Although interlinear translations are primarily seen in the field of Eastern Turkish, there is also considerable number of interlinear translations in the Anatolian field. The fact that interlinear translations are verbatim translations is essential in that they reflect the vocabulary of their period. Although some academic studies have been conducted on these translations, there are different translations in our libraries and museums on which no scientific work has been conducted. The authors and copyist of some of these works are known, but most authors and copyists remain anonymous. Turkish translations of Qur'an, which have a unique place importance in following the historical periods of Turkish language, are also essential in terms of language studies. They are of particular importance in terms of semantic research and lexicography, as they show how the new concepts that came with the religion after the Turks' conversion to Islam are expressed. In this paper, the Old Anatolian Turkish interlinear Qur'an translation, registered at Turkish Manuscripts Department of the Library of Presidency of Religious Affairs with number 279/ 288, which reveals the richness of meaning and vocabulary of Turkish language, is being promoted and analyzed. This copy with some missing surahs and interlinear translations consists of 350 leaves in total. We do not have any information as to where, when, why and by whom the manuscript was written. This manuscript, on which no scientific study had been conducted so far, is examined using document analysis method.

Muslims face racism based on their racialized religious identities, yet few address their experiences through critical race theory or campus racial climate. This paper addresses how religious students rate institutional commitments to campus diversity when considering racial and religious respect. This study examines undergraduate experience surveys across nine campuses and a Muslim student photovoice project through a mixed-methods design. I argue that racial and religious respect derived from interpersonal, discursive, and material sources influence Muslim students' perceptions of institutional commitment to diversity. I introduce racial-religious decoupling to refer to how the separation of race and religion as distinct social experiences hinders campus commitments to diversity, equity, and inclusion for addressing anti-Muslim racism and intersections of race and religion. This study uses critical race theory to demonstrate how hegemonic Whiteness embedded in higher education includes Christian normativity, which racializes non-Christians as outsiders who have to justify their needs and resources for their communities.

Muslims may not experience integration or assimilation in European countries, as they have certain values regarding hijab, eating restrictions, and lifestyle. They may therefore face more challenges than other migrants. With the insight that religiosity may have an impact on migrants' national and/or ethnic identities, we look at the role of religion in acculturation. The study investigated emerging patterns and challenges in sociocultural adaptation processes, including host-community interactions with (Iranian) migrants and Iranian international PhD students' future intentions. Positive evaluations of the attitudes of Spaniards towards Iranians are thought to improve the drive to seek out intergroup contact and facilitate integration or assimilation in Spain. The paper's key finding is that religion has an impact on Iranian international students. It is possible to imagine religion as a unifying factor that binds many migrant populations under a single ethnic identity. When regarded as a threat to the migrants' ethnic identity, it also appears to create social distance between the migrants and the local population. The results of this study can be used to address factors that threaten successful acculturation and boost those that encourage sociocultural adaptation and learning the local language.