Technology and Islamic Values in English Language Teaching: A Contextual Pedagogical Framework for Value-Oriented Digital Instruction

Teknologi dan Nilai-Nilai Islam dalam Pengajaran Bahasa Inggris: Kerangka Pedagogis Kontekstual untuk Pengajaran Digital yang Berorientasi pada Nilai

Abstract

Purpose - This study examines how technology and Islamic values can be systematically cointegrated within ELT, proposing a theoretically grounded, 3D (3D) pedagogical framework applicable across Indonesian Muslim-majority educational settings. While prior research has independently documented the effectiveness of digital tools in language skill development and the importance of Islamic values in curriculum design, these two streams have rarely been synthesized into a coherent, empirically supported framework. This study addresses this gap by treating technological facilitation and moral value development as co-constitutive rather than competing pedagogical concerns.

Design/methodology/approach - A qualitative narrative literature review design was employed  (Snyder, 2019). We retrieved peer-reviewed articles published between 2015 and 2025 from Google Scholar, SINTA–indexed national journals, and international Scopus-indexed databases. Thirty-five articles meeting three pre-established inclusion criteria were selected and analyzed using Miles and Huberman’s (Miles & Huberman, 1994) three-stage thematic analysis: data reduction, data display, and conclusion drawing and verification. The inclusion criteria required each article to address: (1) technology integration in ELT; (2) Islamic values in education; or (3) the intersection of technology and character-based or value-oriented learning.

Findings – Three thematic findings emerged from the analysis. First, technology in ELT operates at three functionally distinct levels—motivational, pedagogical, and value-disseminative—but its educational effectiveness is determined by the depth of its pedagogical grounding, not by the technology itself. Second, Islamic values integration achieves the greatest impact when it is systematically embedded across all phases of the learning process—materials, task design, assessment, and classroom norms—rather than confined to content selection. Third, AI introduces significant personalization and feedback affordances but raises principled ethical challenges, such as data privacy, algorithmic bias, academic honesty, and the erosion of the relational bond between teachers and learners. A critical integration gap persists: practitioners lack a coherent framework that operationalizes technology use and values formation simultaneously.

Originality/value - This study makes a dual contribution to the literature. Theoretically, it extends the TPACK framework (Mishra & Koehler, 2006) by proposing a values-integrated TPACK dimension—values-integrated TPACK (VI-TPACK)—that accounts for the moral-ethical knowledge dimension required in Islamic educational contexts. Practically, it proposes a 3D contextual pedagogical framework—comprising Technological Facilitation, Value Internalization, and Contextual Adaptation—as an integrated model for value-oriented digital ELT. The framework provides evidence-based guidance for educators working through the productive tension between global language instruction demands and local Islamic principles and offers a replicable model for a Muslim majority in international educational contexts.

Paper type – Review paper