Priorities of Scientific Research in Islamic  Education in Light of Theses and Peer-Reviewed Scientific Research

Emad Abdullah  Al-Sharifeen; Ahlam Mahmoud  Matalkah; Asma Abdalmutaleb  Bani Younis; Youssef Abdullah Al- Sharifeen; Mohammad Nayel  Al-Azam

doi:10.36941/jesr-2024-0144

Authors

Emad Abdullah Al-Sharifeen Professor Dr., Department of Islamic Studies, Faculty of Sharia, Yarmouk University, Shafiq Irshidat st, Irbid, Jordan; *Corresponding Author
Ahlam Mahmoud Matalkah Professor Dr., Department of Islamic Studies, Faculty of Sharia, Yarmouk University, Shafiq Irshidat st, Irbid, Jorda
Asma Abdalmutaleb Bani Younis Professor Dr., Department of Islamic Studies, Faculty of Sharia, Yarmouk University, Shafiq Irshidat st, Irbid, Jorda
Youssef Abdullah Al- Sharifeen Professor Dr., Department of Al-Fiqh and its origins, Faculty of Sharia, Yarmouk University, Shafiq Irshidat st, Irbid, Jordan
Mohammad Nayel Al-Azam Professor Dr., Department of Curriculum and Teaching Methods, College of Educational Sciences, Jordan

DOI:

https://doi.org/10.36941/jesr-2024-0144

Keywords:

Distribution of scientific research, Islamic education, Research priorities

Abstract

This study investigates the thematic distribution and trends within Islamic educational research, aiming to identify predominant and underrepresented areas to inform future academic and practical initiatives. Employing a descriptive research design complemented by content analysis, the study scrutinizes 170 master's theses and 344 research papers from Dar Al-Munazama and Yarmouk University between 2007 and 2021. The findings indicate a significant focus on Educational Process Studies, Contemporary Reality Studies, and Fundamental Studies, with deviations between observed and expected frequencies suggesting potential overemphasis on certain topics. These results underscore the necessity of diversifying research topics and methodologies to cover less-explored areas. The study advocates for the integration of varied research themes into educational curricula and policies, enhancing the scope and impact of Islamic education. However, the research is limited by its concentration on specific institutions and published works, which may not reflect broader global trends. Recommendations include encouraging methodological innovation and hosting workshops to increase scholarly engagement with neglected research areas.

Received: 26 April 2024 / Accepted: 29 August 2024 / Published: 05 September 2024