CFP: The Future of Islamic Religious Education

Asia Pacific Journal of Educators and Education (APJEE) is abstracted/indexed by Scopus (Q3), ASEAN Citation Index (ACI), EBSCO, Google Scholar, and MyCite, and is putting together a Special-Theme Issue:

The Future of Islamic Religious Education (IRE): Expectations and Actions

Guest Editors:

Dr. Asyraf Isyraqi Bin Jamil (University of Malaya, Malaysia)
Dr. Abdurrahman Hendek (Sakarya University, Turkiye)
Dr. Nada Ghamra-oui (NNG Educational Consultancy, Australia)


The COVID-19 pandemic has served as a reminder of how fast our common expectations for the future can alter. More than ever, the pandemic has raised pressing questions about the future of education. Teachers, parents, and students have found themselves in what we would refer to as an inconceivable circumstance in which to be, learn, and make decisions. For many of us, such a quick-change evoked feelings of anxiety, as well as deep introspection as we contemplated the past, and ideas that are looking back, analyzing the present, and contemplating the future (Tesar, 2021).

Future studies in education involve having the capacity to reflect on what makes up the notion of the future of education. This entails reconsidering a futuristic education and how it is anticipated, can be thought out and critiqued to advance our development in education (Madjar, 2020; Tesar, 2021). Therefore, it is time to broaden studies on Islamic Religious Education (IRE) with future studies, considering the great changes that occur in the world of education as well as changing times. Notions such as globalization, pluralization, knowledge economy, and industrial revolution 4.0 certainly have an impact on IRE. The extent to which IRE can withstand the passage of time is determined by how IRE scholars anticipate the future and plan actions.

The current special-theme issue aims to provide future studies in the field of IRE to the readers based on conceptual, theoretical, and empirical findings on how IRE will evolve in the future. The studies, among others, can be based on extrapolation from past and present day religious, economic, social, and educational trends and developments. IRE here encompasses not only primary and secondary schools, but also pre-school and higher education. We welcome studies on IRE both in Muslim-majority and minority contexts. This call for papers invites contributors from scholars, researchers and policymakers from a range of disciplinary perspectives working within and beyond IRE.

Sub-themes (Not limited to):

• Conceptualization of IRE future studies
• Theoretical exploration of the future of IRE
• Development of IRE in the future
• Contextual factor that influence the future of IRE
• Action for the future of IRE

Abstract Submission:

Abstract should be in English language (for both English and Malay papers) and no more than 600 words (single-spaced, Times New Roman, 12 font size). Abstract should be sent by email to: isyraqi [at] um [dot] edu [dot] my

At the top of the abstract, please provide full name, title, and affiliation of author(s), along with a complete mailing address, contact information and primary area of work for each author. Clearly indicate the title of your abstract. The abstract should explain the paper’s originality, objective or purpose, and ensure that it falls within the call of papers. The abstract should describe the paper’s conceptual perspective or theoretical framework, modes of inquiry or research methods, and at least an outline of main point of views or arguments or results or conclusions.

Paper Language:

English or Malay

Important Dates:

October 21, 2022: Call for papers

December 21, 2022: Due for abstracts submission

January 1, 2023: Invitation to submit full papers for accepted abstracts

June 1, 2023: Submission of full papers

September 1, 2023: Peer reviews complete

October 1, 2023: Reviewers feedback provided to authors

November 1, 2023: Final papers due

December 31, 2023: Special-theme issue published


Madjar, A. (2020). Pedagogy here on the ground: Using lived experience to research and understand our lives with children. ACCESS: Contemporary Issues in Education, 40(1), 72-83.

Tesar, M. (2021). Future studies: Reimagining our educational futures in the post-Covid-19 world. Policy Futures in Education, 19(1), 1-6.

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