A CONCEPTUAL FRAMEWORK FOR THE TRANSFORMATION OF MORAL PEDAGOGY IN ISLAMIC EDUCATION THROUGH DIGITAL TECHNOLOGY TOWARD INCLUSIVE LEARNING

Abstract

The rapid advancement of digital technology has significantly transformed educational landscapes, including Islamic education. However, its integration has primarily focused on functional delivery and accessibility, leaving its potential for moral pedagogy and inclusivity underexplored. This study aims to develop a conceptual framework that positions digital technology as an enabler for transforming moral pedagogy toward inclusive learning in Islamic education. Employing a descriptive qualitative approach combined with quantitative surveys, data was gathered through literature review, stakeholder interviews, and digital content analysis. Findings reveal that current technology use remains fragmented and lacks systematic integration with moral values and inclusive principles. The proposed conceptual framework interconnects four key dimensions: Islamic moral values (compassion, justice, respect), digital technology mechanisms (interactive e-books, AR, AI, UDL), inclusivity principles (access, representation, participation), and educational interventions (teacher training, curriculum development, policy support). This framework advocates for a systematic approach to ensure technology acts not merely as an instructional tool, but as a catalyst for cultivating ethical dispositions and inclusive learning environments, thereby aligning digital integration with the core moral and inclusive objectives of Islamic education.