Professional learning of islamic education teachers in enhancing 21st century skills

Abstract

This study examines the role of professional learning in enhancing 21st-century learning skills (PAK21) among Islamic Education teachers. The study was conducted to explore how professional learning contributes to the development and implementation of 21st-century pedagogical practices in Islamic Education classrooms. Using a quantitative survey design, data were collected from 118 Islamic Education teachers through a structured questionnaire. The study focused on the relationship between professional learning and teachers’ ability to integrate critical thinking, creativity, collaboration, and communication skills into their teaching practices. Data were analysed using appropriate statistical techniques to determine the strength and significance of the relationships among the variables. The findings indicate that participation in professional learning activities has a significant positive influence on the implementation of PAK21 skills among Islamic Education teachers. Teachers who actively engage in professional learning demonstrate higher levels of competence in applying student-centred approaches and fostering 21st-century learning skills in the classroom. The results suggest that continuous and structured professional learning is essential for strengthening teachers’ pedagogical capabilities and supporting educational transformation in line with contemporary learning demands. This study contributes to the growing body of knowledge on teacher professional development and provides useful implications for policymakers, educational administrators, and teacher training institutions in improving the quality of Islamic Education.