A Phenomenological Study: An Exploration of the Meaning of Teaching Aqidah among Young Educators in Technology-Based Islamic Schools

Abstract

Islamic education in contemporary schools increasingly intersects with digital innovation, prompting pedagogical shifts in how theological subjects are taught. Within this landscape, the teaching of Aqidah—the core tenets of Islamic belief—poses unique challenges for young educators in technology-based learning environments. While much is known about digital pedagogy and curriculum adaptation, little is understood about how teachers personally experience and interpret the task of conveying Aqidah in such contexts. This phenomenological study investigates how eight young Islamic education teachers make meaning of teaching Aqidah in schools driven by digital technology. Using a descriptive phenomenological approach, this research explores the lived experiences of a purposive sample of eight teachers. Data were collected through in-depth, semi-structured interviews and analyzed using thematic analysis to identify essential meanings. Findings revealed that teaching Aqidah is perceived as a spiritual struggle, a negotiation of authenticity, and a conflict between institutional expectations and theological commitment. Participants described adapting digital tools with caution and intention, seeking to balance innovation with religious depth. These results extend current understandings of Islamic pedagogy by centering teacher experience as a source of pedagogical insight and ethical reflection. The study highlights the need for context-sensitive models of teacher training and encourages future research into the evolving intersection between faith and technology in education.