Digital Teaching Strategies of Islamic Education Teachers: A Case Study in Primary Schools

Despite increasing emphasis on digital technology in education, educators face challenges in effectively integrating digital technology; they also find it difficult to achieve digital mastery, select efficient tools, and implement effective pedagogy. These limitations hinder the implementation of optimal teaching strategies and have an impact on learning outcomes. Considering that the literature highlights the benefits of digital teaching, deeper investigation is necessary to enhance educators’ digital competencies. This study explored the digital teaching strategies of Islamic education teachers in primary schools by focusing on improving pedagogical effectiveness in the digital era. This research employed a single case study design with a qualitative approach. Snowball sampling was used to select five primary school Islamic education teachers who were known for their proficiency in digital instruction. Data were comprehensively collected through in?depth interviews, observations, and analysis of audio-visual materials; rigorous measures were implemented to ensure the trustworthiness of the findings. The findings identified five main themes of digital teaching strategies that have the potential to enhance teaching effectiveness: i) game-based digital strategies; ii) web-based strategies; iii) metaverse-based strategies; iv) social media integration-based strategies; and v) interactive visual-based strategies. These findings have significant implications for educational practices, particularly in supporting pedagogical innovations that are relevant to current technological advancements. The study recommends providing more comprehensive professional training for teachers to strengthen their digital teaching competencies and their strategic leverage of technology in Islamic education teaching.