INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE)

TARANNUM IN QUR’ANIC STUDIES: A CHRONOLOGICAL REVIEW

Mohd Shahidan Ramli — 2026-11-12

Tarannum represents an important dimension of Qur’anic studies, particularly in relation to the art and science of Qur’anic recitation, vocal performance, pedagogical traditions, and the broader transmission of Qur’anic knowledge. Despite its scholarly significance, the historical development of research associated with Tarannum remains insufficiently mapped, making it difficult to understand how research interests, productivity, and scholarly orientations have evolved over time. This study therefore provides a chronological review of the development of Tarannum in Qur’anic studies by identifying major patterns and shifts across different periods of scholarship. A systematic advanced search was conducted in the Scopus database using search terms centred on “Tarannum” and “Qur’anic Studies” and related concepts relevant to the research scope. Following the screening and selection process, 119 publications (n = 119) were retained as the final primary dataset and analysed chronologically according to publication year, research development, and observable patterns in scholarly productivity. The analysis identified three distinct phases: Emergence and Fragmented Scholarship (1967–2009), characterised by limited and dispersed publication activity; Consolidation and Progressive Growth (2010–2018), reflecting increasingly consistent scholarly engagement and gradual diversification of research interests and Expansion and Research Acceleration (2019–2026), representing a substantial increase in publication output alongside broader thematic and interdisciplinary orientations. The chronological pattern demonstrates a transition from scattered early scholarship toward a more established and increasingly diverse research domain encompassing Qur’anic recitation, pedagogy, memorisation, qirāʾāt, tajwīd, oral performance, aesthetics, and contemporary interdisciplinary applications. This review provides a structured historical account of the intellectual development of Tarannum-related scholarship and establishes a useful foundation for identifying research gaps, emerging directions, and future opportunities within Qur’anic studies.

DIGITAL TRANSFORMATION OF QUR’ANIC EDUCATION: A BIBLIOMETRIC AND THEMATIC EVOLUTION ANALYSIS

Mohd Shahidan Ramli — 2026-11-12

The rapid expansion of digital technologies has created new opportunities for transforming Qur’anic education and reshaping the ways Qur’anic knowledge is accessed, interpreted, taught, and disseminated across contemporary educational contexts. Despite growing scholarly interest, the intellectual development, publication trajectory, thematic structure, and international research landscape of this field remain insufficiently mapped. This study therefore examines research trends related to the digital transformation of Qur’anic education through a bibliometric approach. Bibliographic data were retrieved from the Scopus database using an advanced title-based search centred on the main keyword “Qur’anic,” covering English language journal articles published between 2017 and August 2026 within the Arts and Humanities and Social Sciences. Of 1,692 initially identified records, 1,171 were excluded following screening, resulting in a final dataset of 521 articles. Scopus Analyzer was employed to examine publication and citation patterns, OpenRefine was used for data cleaning and standardization, and VOSviewer was applied to visualize keyword co-occurrence and country-level co-authorship networks. The findings reveal substantial growth in scholarly output, increasing from 15 publications (2.88%) in 2017 to a peak of 96 (18.43%) in 2025, while 61 articles (11.71%) had already been published by August 2026. Indonesia emerged as the leading contributor with 131 publications (25.14%), followed by Malaysia with 84 (16.12%) and the United States with 51 (9.79%). Keyword analysis identified Qur’an, translation, Islam, and exegesis as prominent conceptual nodes, while international collaboration was particularly strong among major Muslim-majority research centres. Overall, the findings demonstrate an expanding yet thematically diverse research landscape and highlight opportunities for stronger integration of digital technologies, educational innovation, and international collaboration in future Qur’anic education research.

A SYSTEMATIC LITERATURE REVIEW ON THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN QUR'ANIC EDUCATION

Mohd Shahidan Ramli — 2026-11-12

Artificial Intelligence (AI) has emerged as a transformative technology that is increasingly influencing educational practices across various disciplines, including Qur’anic education. The growing adoption of AI-powered tools for Qur’anic learning, memorization, recitation assessment, and educational management presents significant opportunities for enhancing learning experiences while simultaneously raising pedagogical, ethical, and theological concerns. Despite the increasing scholarly attention devoted to this area, existing studies remain fragmented, making it difficult to obtain a comprehensive understanding of the current state of knowledge. Therefore, this study aims to systematically review the literature on the integration of artificial intelligence in Qur’anic education and identify the major research trends, applications, and challenges reported in recent studies. This review employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. An advanced search strategy was conducted using the Scopus and Web of Science databases based on the keywords “Integration,” “Artificial Intelligence,” “Qur’anic,” and “Education.” The search was limited to journal articles published between 2024 and 2026. Following the identification, screening, eligibility, and quality assessment processes, 25 studies were selected for qualitative synthesis. The findings reveal that the literature can be classified into three major themes. The first theme, AI Applications in Qur’anic and Islamic Learning, highlights the use of machine learning, deep learning, automated assessment, recitation recognition, and personalized learning technologies to enhance learning effectiveness and student performance. The second theme, Pedagogical Integration and Educational Transformation, focuses on teacher readiness, curriculum innovation, digital transformation, and institutional adaptation to AI-supported educational environments. The third theme, Ethical, Theological and Religious Governance of AI, addresses concerns related to religious authority, spiritual authenticity, algorithmic bias, interpretative legitimacy, and responsible AI implementation. Overall, the review demonstrates that AI possesses substantial potential to enrich Qur’anic education; however, its successful integration requires a balanced approach that combines technological innovation with sound pedagogical practices, ethical safeguards, and Islamic educational values.

TEACHER COMPETENCY DEVELOPMENT THROUGH PROFESSIONAL LEARNING COMMUNITIES: A CHRONOLOGICAL REVIEW

Nursyahida Sikri — 2026-11-12

Professional Learning Communities (PLCs) have increasingly been recognised as an important mechanism for strengthening teacher competency through collaborative learning, reflective practice, knowledge sharing, and continuous professional development. Despite growing scholarly attention to PLCs, the development of research linking PLC practices with teacher competency remains fragmented, and limited evidence has systematically traced how this field has evolved over time. Therefore, this chronological literature review examines the evolution, growth, and changing research emphasis of teacher competency development through PLCs between 2007 and 2026. A systematic advanced search was conducted using the Scopus database, employing combinations of the key terms “Teacher Competency,” “Professional Learning Communities,” “Teacher Professional Development,” “Teacher Collaboration,” and “Teacher Learning.” Following systematic screening and eligibility assessment, 91 primary research articles (n = 91) were retained for chronological analysis. The publication trajectory was classified into three distinctive phases based on temporal patterns and research intensity: (1) Emergence and Conceptual Formation (2007–2014), characterised by the establishment of foundational concepts connecting collaborative professional learning with teacher development; (2) Consolidation and Gradual Expansion (2015–2021), reflecting broader empirical investigation and increasing recognition of PLCs as a mechanism for professional growth; and (3) Acceleration and Research Intensification (2022–2026), marked by a substantial increase in scholarly attention and diversified research perspectives. Overall, the findings demonstrate a clear progression from conceptual exploration towards increasingly intensive and empirically oriented investigations. This review provides a structured understanding of the intellectual development of the field and highlights PLCs as an increasingly significant platform for advancing teacher competency and sustained professional learning.

GREEN INNOVATION IN SCHOOL SUSTAINABILITY FOR SUSTAINABLE DEVELOPMENT GOAL 12: A HISTORICAL REVIEW (2015-2026)

Norazrina Osman — 2026-11-12

Green innovation has emerged as an increasingly important pathway for advancing school sustainability by integrating environmental technologies, sustainable practices, educational processes, and institutional transformation. However, the evolution of research on green innovation in school sustainability remains fragmented, with limited understanding of how research priorities have developed over time. This study therefore examines the historical development and thematic evolution of green innovation research within the context of school sustainability from 2015 to 2026. A systematic advanced search was conducted using the Scopus database through a structured combination of the main keywords green innovation, school, and sustainability, resulting in a final primary dataset of 97 publications. The selected studies were analysed chronologically and clustered into three temporal phases according to publication trends and the evolution of research findings. Phase 1, the Emergence and Foundation Phase (2015–2018), comprised studies establishing the technological, behavioural, infrastructural, and educational foundations of green innovation in schools. Phase 2, the Consolidation and Transitional Phase (2019–2022), demonstrated increasing integration of green innovation with leadership, green skills, experiential learning, institutional capacity, circular practices, and environmental performance. Phase 3, the Acceleration and Expansion Phase (2023–2026), represented the most diversified stage, characterised by stronger emphasis on curriculum integration, digital and green technologies, environmental leadership, partnerships, teacher and student competencies, and system-level sustainability. Notably, publication output peaked at 20 studies in 2025, before declining to 17 studies in 2026, while the thematic scope became increasingly systemic and transformative. Overall, the findings demonstrate a clear chronological shift from technology-oriented and infrastructure-based interventions towards integrated socio-technical and institutional approaches, positioning schools not merely as sites for implementing green technologies but as dynamic ecosystems for cultivating competencies, innovation, collaboration, and long-term sustainability.

UNDERGRADUATE STUDENTS' MOTIVATIONS AND LEARNING EXPERIENCES IN VOLUNTEER COMMUNITY ENGAGEMENT ACTIVITIES

Zuraidah Ali — 2026-11-12

This study aims to explore volunteer motivation among undergraduate students and explain how this motivation shapes learning experiences through Corporate Social Responsibility (CSR)-based community engagement activities in Cameron Highlands, Malaysia. This study uses a Basic Qualitative Inquiry approach involving 28 undergraduate students. Data was collected through written responses during program applications and analyzed using inductive thematic analysis. The findings identified six main themes that were then compiled into a Learning Trajectory Model, which explains how participation motivation develops into meaningful learning experiences through community engagement. This model demonstrates that volunteer motivation is a catalyst for learning that is reinforced through authentic experiences, social interaction, and self-reflection. This study contributes to the higher education literature by offering a new conceptual perspective on the relationship between volunteer motivation, community engagement, and learning experiences, and suggests that community engagement programs be designed as intentional learning experiences.

AI-MEDIATED REFLECTIVE PRACTICE AMONG IN-SERVICE EDUCATORS: A SYSTEMATIC REVIEW THROUGH A SOCIOCULTURAL THEORY LENS

Siti Nur Adilah Borhanudin — 2026-11-12

The integration of Artificial Intelligence (AI) in education is reshaping educators’ reflective practice and professional learning. AI research has largely focused on instructional and productivity applications, leaving its role in mediating reflection among in-service educators underexplored. This Systematic Literature Review synthesised evidence from 31 studies identified through a PRISMA-guided search of Scopus, Web of Science, and Google Scholar. Drawing on Sociocultural Theory and Schön’s reflective practitioner framework, a hybrid thematic analysis revealed two meta-themes: individual competencies and dispositions, and professional competencies. Six sub-themes emerged: depth of reflection and emotional awareness, socio-ethical considerations, cognitive and metacognitive functioning, reconstruction of educator identity, continuous professional development, and enhanced AI literacy. Findings indicate that AI functions as a mediational artefact that supports reflective inquiry, meaning-making, and professional growth. Rather than replacing professional judgement, AI enables educators to critically evaluate practice, navigate contextual complexities, and engage in continuous professional development within AI-enhanced educational environments.

SACRED TEXT DISPOSAL AND SUSTAINABLE WASTE MANAGEMENT: MAPPING THE GLOBAL RESEARCH LANDSCAPE THROUGH BIBLIOMETRIC ANALYSIS

Noor Syahirah Mohamad Mobin — 2026-11-12

The disposal of sacred texts presents a distinctive sustainability challenge because environmentally responsible waste-management practices must be reconciled with religious prescriptions, cultural sensitivities, and the preservation of textual sanctity. Despite growing scholarly attention to sustainable waste management and religion–environment interactions, the intellectual structure, research development, and collaborative landscape surrounding sacred-text disposal remain insufficiently understood. This study therefore provides a bibliometric analysis of the global literature on sacred text disposal and sustainable waste management, identifying publication trends, influential contributors, geographical patterns, thematic structures, and international research collaboration. Bibliographic records were retrieved from the Scopus database using an advanced search strategy structured around three principal concepts: sacred text, disposal, and management, incorporating relevant synonymous and related terms. Following data screening and cleaning using Scopus Analyzer and OpenRefine, 262 publications spanning 1973 to August 2026 were retained for analysis. VOSviewer was subsequently employed to conduct keyword co-occurrence and country-level co-authorship network analyses. The findings reveal substantial recent growth in the field, with 138 publications (52.67%) appearing between 2019 and August 2026, and annual output reaching its highest level in 2025, at 29 publications (11.07%). Geographically, the United States was the leading contributor with 66 publications (25.19%), followed by the United Kingdom (25; 9.54%), Indonesia (23; 8.78%), and Malaysia (18; 6.87%). Keyword mapping revealed a heterogeneous intellectual structure connecting religion and sacred-text scholarship with human-centered, computational, historical, and environmental research, while country co-authorship patterns indicated uneven international collaboration. Overall, the findings characterize sacred-text disposal and sustainable waste management as an emerging, interdisciplinary, yet conceptually fragmented research domain. Greater integration of religious principles, waste-management technologies, circular-economy strategies, and cross-country collaboration is required to develop sustainable disposal frameworks that simultaneously safeguard environmental objectives and the religious sanctity of sacred materials.

ADOPTION OF ERMS IN BUSINESS ORGANIZATIONS: AN EVOLUTIONARY REVIEW

Noor Syahirah Mohamad Mobin — 2026-11-12

The rapid transition from paper-based recordkeeping to digital information environments has increased the importance of Electronic Records Management Systems (ERMS) for supporting efficient records management, accountability, information accessibility, regulatory compliance, and organizational performance. Despite growing dependence on electronic records, knowledge concerning how ERMS adoption research has evolved remains fragmented, limiting understanding of its historical development, changing research priorities, and persistent adoption challenges. This chronological review therefore examines the development and evolution of ERMS adoption literature and identifies major changes in research focus across different periods. A systematic advanced search was conducted using the Scopus database with the main keywords "ERMS," "electronic records management system," and "records management," followed by predefined eligibility criteria to identify relevant publications. The search and screening process produced 55 primary publications covering 2008–2025. Based on annual publication distribution and observable changes in research productivity, the literature was organized into three chronological phases: Early Re-search Expansion and Consolidation (2008–2013), comprising 31 publications (56.4%); Research Dormancy and Limited Development (2014–2019), comprising six publications (10.9%); and Research Resurgence and Contemporary Reorientation (2020–2025), comprising 18 publications (32.7%). The chronological synthesis indicates a transition from early emphasis on system implementation, records capture, user training, organizational support, and usability toward more theoretically informed investigation of adoption determinants, followed by renewed attention to digital transformation, interoperability, cloud-based environments, security, business continuity, accountability, and emerging technologies. Overall, ERMS adoption has evolved from predominantly operational implementation concerns toward a multidimensional organizational issue involving technological, human, managerial, and institutional factors. In contrast, persistent implementation and utilization challenges indicate important opportunities for future research.

THE MEDIATING ROLE OF ADOPTION IN ELECTRONIC RECORDS MANAGEMENT PRACTICES: AN EMPIRICAL STUDY OF MALAYSIAN BUSINESS ORGANIZATIONS

Nurzeelawati Norolazmi — 2026-11-12

This study explores the adoption and implementation of electronic records management practices within business organizations in Malaysia, as well as the role of Electronic Records Management as a mediating variable between organizational, technological, and environmental factors and the successful implementation of electronic records systems. The study utilizes data collected from 307 professionals across various industries in Malaysia. Respondent profiles indicate that 56% were aged between 40 and 44, 30% held executive or managerial positions, 49.2% held a bachelor's degree, and 16.3% held a master's degree. The technology profile reveals a diverse digital landscape, with 31.3% of respondents using general-purpose spreadsheets and 30.9% using specialized electronic records systems (such as DGFLO or DDMS). The two largest industry groups were the banking sector and the essential services sector, accounting for 21% and 19% of the total, respectively. These characteristics reflect the diversity of organizational and technological contexts in electronic records management; however, they are presented primarily as environmental features rather than direct drivers of adoption. Conceptually, the study demonstrates that ERM adoption acts as a crucial link between organizational factors (such as top management support and organizational culture), technological factors (such as knowledge and IT infrastructure), and environmental factors (such as policies and vendor support for electronic records management system implementation). The findings emphasize that the mere availability of technology is insufficient to guarantee effective electronic records management. Instead, organizations must successfully implement, integrate, and embed electronic records management practices into their workflows before the technology can translate into actual implementation outcomes. This study contributes to the development of a process-oriented perspective on electronic records management within Malaysian business organizations by distinguishing between the adoption and implementation of electronic records management, and by introducing the adoption of electronic records management as a mediating variable.

MAPPING ARTIFICIAL INTELLIGENCE–SUPPORTED SCAFFOLDING IN EDUCATION: A BIBLIOMETRIC ANALYSIS (2022–2026)

Siti Hajar Abd Hamid — 2026-11-12

Research on Artificial Intelligence (AI)-supported scaffolding in education has expanded rapidly, yet a systematic overview of its development remains limited. This study conducts a bibliometric analysis to map publication trends, influential studies, research themes, and collaboration patterns in this field. Data were collected using advanced Scopus searches, yielding 370 journal articles (2022-2026). Scopus Analyzer, OpenRefine, and VOSviewer were employed for statistical analysis, data cleaning, and visualization. The findings reveal accelerated growth, dominant thematic clusters around generative AI and scaffolding, and concentrated international collaboration, highlighting emerging directions for future educational research and practice.