Abstract:
In this research, experts closely look at how Vygotsky’s sociocultural theory, which is about learning in a social and cultural setting, comes together with Islamic teachings and their big impact on education in Arab countries. The study digs into how education is changing in the Arab world, considering both Islamic ideas and Vygotsky’s ideas. It looks at different ways of learning, the history of these methods, how they’re used now in Islamic schools, and gives suggestions for teachers and those who make education policies. The focus is on special Islamic ways of learning like Hifz (Quran memorization), Halaqah (group study), Tafsir (Quran explanation), Muraja’ah (review), and Tartil (recitation), and how Vygotsky’s theory can develop them. The study goes through old texts, religious teachings, and modern schools to show how these Islamic learning methods are used in different cultural settings. In the end, the findings help teachers and policymakers find a good mix of keeping cultural values and meeting the needs of today’s education in Arab countries. They do this by using both Vygotsky’s theory and Islamic teaching methods to make education better and more meaningful.
Central to this examination are unique educational models deeply rooted in Islamic traditions—such as Hifz, Halaqah, Tafsir, Muraja’ah, and Tartil, —viewed through the lens of Vygotsky’s sociocultural theory. By exploring historical texts, religious doctrines, and modern educational systems through Vygotsky’s theory, this study highlights how these models adapt and evolve within diverse sociocultural contexts. Ultimately, these findings aim to offer educators and policymakers invaluable insights, enabling them to effectively balance the preservation of cultural values with the evolving requirements of modern education in the Arab world by leveraging both Vygotsky’s sociocultural theory and the methodologies rooted in Islamic education to create a more enriched and effective educational framework.
