A Bibliometric Review of Islamic Pedagogy in Modern Educational Systems
Bibliographic record
Abstract
This study provides a comprehensive bibliometric review of Islamic pedagogy within modern educational systems. Through an analysis of key themes, authors, and regional trends, the research aims to map the evolving landscape of Islamic pedagogy and its intersection with contemporary educational theories and practices. The bibliometric approach identifies significant shifts in the literature, particularly the integration of sociocultural theory, the moral dimensions of education, and the role of Muslim educators in implementing Islamic educational principles. The findings reveal growing interest in the application of Islamic pedagogy in diverse geographical regions, including Indonesia, Australia, Canada, and the UAE, with a notable emphasis on adapting traditional Islamic educational practices to modern technological and multicultural contexts. The study highlights the ongoing challenges of balancing Islamic values with global educational standards and offers directions for future research, particularly in the areas of gender, multiculturalism, and the integration of technology. This review contributes to the growing body of knowledge on Islamic education and provides insights for educators, policymakers, and researchers interested in the development of Islamic pedagogy in contemporary settings.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.011 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".