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Teachers are an essential asset in an educational institution. The attitude and behavior of Muslim teachers that do not reflect good Muslim personality will be an obstacle to the smooth process of teaching and learning. Therefore, this concept paper discusses the personality traits that every Muslim teacher should have to excel as an educator. Qualitative research methods through content analysis research design were used. Data collected from materials such as books, journal articles, proceedings, theses and dissertations were analyzed descriptively. This study touches on personality traits that have been documented by Islamic scholars. Although an in-depth study has not yet been conducted, the results of previous writings have found that the personality traits of effective Muslim teachers can still be observed. The personality traits of Muslim teachers from the point of view of Islamic scholars such as Imam Al-Ghazali, Imam Al-Nawawi, Imam Al-Ajurri, Imam Al-Mawardi and Imam Hasan Al-Banna can be summarized into four main elements: knowledgeable and applying it; good character; possess teaching skills and dedicated to the community. In particular, every Muslim teacher and educational institution should be concerned about personality traits and take appropriate action so that the quality of teachers in Malaysia can be improved.

Purpose This study aims to examine the impact of Islamic teachings on environmental corporate social responsibility (CSR) practices in Bangladesh, a country where Islamic principles are profoundly influential. Design/methodology/approach Using a mixed-methods research approach (quantitative study with close-ended questionnaire and qualitative study with semistructure interview), this study aims to explore the role of individual characteristics and organizational contexts in environmental CSR practices. The study uses a robust analytical framework encompassing variance inflation factor, orthogonal loading, Cronbach’s alpha, composite reliability and average variance extracted to assess the reliability and validity of these metrics. Findings Thematic analysis reveals the motivations, attitudes and challenges experienced by organizational leaders in aligning Islamic ethics with environmental stewardship, whereas the quantitative results provide empirical support for the relationship between various organizational practices (denoted as M#1 to M#8) and environmental CSR. Originality/value The findings of this study illuminate the potential benefits of tailoring CSR policies to fit within specific religious and cultural frameworks, offering both theoretical contributions and practical insights.

The concept of narrative holds a pivotal position in the Qurʾān, yet it has been subject to inadequate scrutiny and insufficient representation in pedagogical discourse concerning Islamic education. The present work endeavours to rectify this gap in knowledge by employing the technique of constructivist grounded theory to the Qurʾān and major exegeses, with a particular focus on the term qaṣaṣ, which pertains to the notion of narrative. This article delves into the profound tracts and maqāṣid (objectives) that qaṣaṣ hold in the Qurʾān and contemplates their exhortation for education on Islam and modern pedagogy. The analysis reveals that the qaṣaṣ present in the Qurʾān serves as a fundamental framework that directs the essence of the narrative pedagogy model of teaching and learning between the pedagogue and learner. Through typological figuration, the listener’s contemplation leads to a re-evaluation of conventional notions surrounding the dynamics between teacher and student and the dissemination of narrative within a pedagogical setting. The triad of truth, beauty and explication are fundamental pillars within this Islamic framework for narrative pedagogy, representing the essence of the human condition concerning education. Because these domains emerge from the concept of qaṣaṣ, the integration of the framework into Islamic education is a matter of utmost importance, given its centrality in the Qurʾān to foster and perfect the principles of Muslims and their sense of self.

The Holy Qur’an relates believers’ pure emotions to brotherhood. From the perspective of Islam, it has been also affirmed that two people have the same thoughts and opinions in one centre point of love in brotherhood, so fraternal feelings are not merely limited to kinship and consanguinity. In this line, the Holy Qur’an states that we have come to make you brothers with each other; not a brotherhood from parents, but an Islamic one, which is highly appreciated in the Islamic society. In addition, a believing brother can never be filled when his fellow believer is hungry, and he cannot be clothed while the other is with nothing on. Islam further considers all Muslims as one family and calls everyone brothers and sisters or siblings. The true Muslims of any race and tribe as well as any language and age thus have a deep sense of brotherhood with each other, even if one lives in the Eastern parts of the world and the other in the West. In sum, this article aimed to investigate the role of religious teachings in strengthening believers’ brotherhood in the Islamic society. For this purpose, firstly, the definition of religious brotherhood was provided; secondly, religious brotherhood has been described based on the Holy Qur’an.ContributionThis article helped gain a new insight into the role of Islamic teachings in strengthening religious brotherhood in the Islamic society. Besides, the indicators of religious brotherhood were extracted and then enlightened according to the Ayat (viz. verses) from the Holy Qur’an.

Presently, the nations are focusing on skilled manpower. For this purpose, nations are developing professional standards through education for better education. Teachers of a nation called social engineers. Muhammad's (SAW) life is a guiding light for all of humanity. In modern times, quality education and skilled manpower is the solution for social dilemmas. The major objective of the study is to analyze the teachings of Muhammad (SAW) in order to conceptualize national professional standards for teachers. It is concluded from the study that Prophet Muhammad (SAW) took practical life like examples and taught his followers/students through such example whereas the contemporary teachers are in a hurry to finish the syllabus and cover the mentioned curriculum. Basically, the contemporary teachers are not concentrating on the lifelong training of their learners/students. The Holy Prophet Muhammad (SAW) used multiple instructional techniques during his teachings to his followers. The life of Muhammad (SAW) personified that he (SAW) create a teaching-learning environment for the better learning of their followers. It is also perceived from the life of Muhammad (SAW) that he (SAW) stressed the learning of foreign language.

This article focuses on a study of research results on the teachings of the Naqshbandiyya Khalidiyya Tariqa as a therapy to improve worship in the field of counseling psychology. A person who follows the teachings of the Naqshbandiyya Khalidiyya Tariqa can increase their worship, such as prayer, fasting, dhikr, and other sunnah(the words, deeds, and silence of the prophet). The Naqshbandiyya Khalidiyya Tariqa has three aspects: cognitive, affective, and psychomotor. A person who practices the teachings of the Naqshbandiyya Khalidiyya Tariqa will experience both psychological and non-psychological impacts. The teachings of the Naqshbandiyya Khalidiyya Tariqa can be used as a means of counseling psychology for a Mursyid (teacher) towards his students (santri).

Balancing the communitarian, civic, and liberal aims of faith-based education presents a significant challenge to most religious education teachers. The communitarian approach to religious education is the most common, as it socializes children to become members of a given faith community. It recognizes students’ rights to collective identity and belonging. The civic approach to religious education asks, “what is the preferred meaning of respect in a religiously pluralist society, and how can it be promoted in the context of a deep belief in the primacy of one religion?” This approach also concerns itself with managing religious identities in a multifaith and democratic society. Liberal religious education involves asking the question, “how can one’s own religious doctrine be taught so as to allow the widest possible scope for critical reflection within [and about] a faith tradition?”. The current review essay addresses these questions by exploring the meanings, significance, and limitations of each approach and their possible implications for Islamic education in Israeli-Arab and Muslim-majority schools.

Hadiths are important textual sources of law, tradition, and teaching in the Islamic world. Analyzing the unique linguistic features of Hadiths (e.g. ancient Arabic language and story-like text) results to compile and utilize specific natural language processing methods. In the literature, no study is solely focused on Hadith from artificial intelligence perspective, while many new developments have been overlooked and need to be highlighted. Therefore, this review analyze all academic journal and conference publications that using two main methods of artificial intelligence for Hadith text: Hadith classification and mining. All Hadith relevant methods and algorithms from the literature are discussed and analyzed in terms of functionality, simplicity, F-score and accuracy. Using various different Hadith datasets makes a direct comparison between the evaluation results impossible. Therefore, we have re-implemented and evaluated the methods using a single dataset (i.e. 3150 Hadiths from Sahih Al-Bukhari book). The result of evaluation on the classification method reveals that neural networks classify the Hadith with 94 % accuracy. This is because neural networks are capable of handling complex (high dimensional) input data. The Hadith mining method that combines vector space model, Cosine similarity, and enriched queries obtains the best accuracy result (i.e. 88 %) among other re-evaluated Hadith mining methods. The most important aspect in Hadith mining methods is query expansion since the query must be fitted to the Hadith lingo. The lack of knowledge based methods is evident in Hadith classification and mining approaches and this absence can be covered in future works using knowledge graphs.

Purpose The purpose of this paper is to explore and provide insights into corruption and the control procedures from an Islamic perspective. Design/methodology/approach This paper adopts qualitative research approach using the holy Quran as a primary source and hadith of the Prophet Mohammed supported by the anecdotes of his companions as a secondary source and prior literature. Findings This paper offers an Islamic taxonomy of corruption that contains economic, managerial, financial, political, environmental, social and ethical corruption which is explicitly prohibited because of their consequence on societies. Islam establishes proactive, preventive, detecting and reactive procedures to control corruption and prescribes how to avoid its harmful consequences. The paper also reveals significant concepts in relation to individuals’ qualities that if taken care of, better chances to reduce corruption and better living conditions can be accomplished. Research limitations/implications The paper recommends means to the business community through providing managerial and practical procedures which can be used for limiting corruption effectively. However, this piece of work provides further explanations on corruption to improve our understanding on such a phenomenon and contributes to the literature from the perspective of Islam point of view. Originality/value The paper contributes to the debate on corruption, human, religion and control from an Islamic point of view, which is lacking. This paper finds evidence that loss of belief is a situational factor that leads to corrupt acts. Also, moral teaching in early ages is necessary for inner and self-control. Moral renovation is an influential factor that keeps individuals motivated and refrain from indulging into corrupt acts.

According to al-Qattan (2000), the Quran is dedicated to the words of Allah Almighty, which was revealed to the Prophet Muhammad Peace Be Upon Him (P. B. U. H.) only. [...]the Quranic generation can be produced as a role model for others. Quranic learning in Malaysia Quranic learning activities are the earliest form of Islamic education in this country. Since its inception, this activity has continued to evolve through four phases, begin with informal learning at homes of teachers or palaces (Sabri&Haron 1988). According to a study byMisnanJemali et al.