Exploring Religious Education Teachers' Experiences with Digital Tools in Pedagogical Practices in Indonesia’s Islamic Schools
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Abstract
Religious education has increasingly incorporated digital tools, yet the impact of these tools on teachers' experiences remains underexplored. While technology in education has been studied widely, little attention has been given to how religious educators adapt to digital platforms and how this integration affects their teaching practices and personal perceptions. Unlike prior studies that mainly focus on general education settings, this research specifically addresses the underexamined context of religious education teachers, thereby offering novel insights into how faith-based pedagogical practices intersect with digital transformation. This gap in research leads to the question: how do religious education teachers experience the integration of digital tools in their pedagogical practices? In this study, we use a phenomenological approach to explore the subjective experiences of religious educators in adapting to digital education. Data were collected through in-depth, semi-structured interviews with 10 religious education teachers, followed by thematic analysis. The findings revealed that while digital tools offer opportunities for engagement, teachers face significant challenges, including concerns over preserving the authenticity of religious teachings and maintaining personal connections with students. These findings highlight the emotional, cultural, and professional dimensions of digital education and suggest that future professional development for religious educators should address not only technical skills but also the emotional and spiritual aspects of teaching. By foregrounding the unique challenges of religious educators, this study contributes original perspectives that extend beyond existing literature on technology in education. This study contributes to the understanding of digital transformation in education and opens avenues for future research on the intersection of technology and spirituality in teaching practices.
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