Holistic Educational Practices: Merging Educational Psychology with Islamic Educational Perspectives

This systematic literature review examines the intersection of educational psychology and Islamic education, aiming to explore how psychological principles can be effectively integrated into Islamic pedagogical practices. The study synthesizes research from various electronic databases, including Scopus, Web of Science, ERIC, and ProQuest, utilizing keywords such as “educational psychology,” “Islamic education,” “Islamic pedagogy,” “learning theories,” “motivation,” “cognitive development,” and “character development.” A rigorous methodology was employed to ensure the inclusion of high-quality, relevant studies that address the application of educational psychology within the Islamic educational context. Data were extracted and analyzed using thematic analysis to identify recurring themes and patterns. The results highlight the importance of aligning educational practices with Islamic values, integrating cognitive learning theories, fostering motivation, and addressing diverse learning needs. The findings suggest that incorporating educational psychology into Islamic education can enhance teaching effectiveness, promote character development, and support holistic student growth. This review provides insights for educators, researchers, and policymakers to develop more effective and contextually relevant educational practices that align with both psychological principles and Islamic values.