Challenges and Opportunities of Islamic Education Teachers in Supporting SDG 4
DOI:
https://doi.org/10.33511/qiroah.v16n1.1-15Keywords:
Islamic education teachers, SDG 4, quality education, teacher role modelingAbstract
Islamic Education teachers play a strategic role in supporting the achievement of Sustainable Development Goal 4 (SDG 4), which focuses on quality education, through character building, the cultivation of moral values, and the holistic development of students. Amid increasingly complex social, cultural, and technological transformations, these teachers face various challenges in promoting inclusive, equitable, and quality education. This article aims to analyze the challenges and opportunities faced by Islamic Education teachers in contributing to SDG 4 through a literature-based study. This study employed a qualitative approach using content analysis of ten relevant scholarly articles published between 2019 and 2026. The data were analyzed through reduction, categorization, interpretation, and synthesis. The findings revealed four major challenges: low student learning motivation, negative social and digital influences, the dominance of cognitively oriented learning practices, and limited collaboration among schools, families, and communities. Four key opportunities were also identified: strengthening teachers' roles as role models, integrating character education into learning processes, utilizing digital technology as an educational medium, and fostering positive school cultures grounded in religious values. These findings suggest that strengthening the pedagogical, professional, social, and personal competencies of Islamic Education teachers is essential to promoting quality, inclusive, character-based, and sustainable education in line with the objectives of SDG 4.
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