The Role of Nationalism in Shaping Modernity: Towards a Triaxial Theory of National Identity in the Global Digital Era through the Lens of Islamic Education

Civic identity in the digital age: conceptual foundations and implementation strategies

The article explores the peculiarities of forming the civic identity of high school students within the context of contemporary socio-cultural and digital transformations. The relevance of the topic is driven by the need to rethink traditional models of civic education, considering the challenges of the digital environment, globalization processes, and security threats facing Ukraine. The study provides a theoretical substantiation of the conceptual foundations of civic identity in the digital age and identifies effective strategies for its implementation in the educational process. The research employs methods of theoretical analysis of Ukraine’s regulatory framework, systematization of recent international scholarly works, and generalization of pedagogical experience in the field of digital citizenship. The findings demonstrate that in the digital age, civic identity transforms into a multidimensional construct that combines national self-awareness with digital citizenship competencies. The study reveals the dualistic impact of the digital space on the socialization of high school students: while expanding opportunities for participation, it simultaneously creates risks of identity fragmentation and manipulative influence. The article identifies strategies for forming civic identity in the digital educational environment, including project-oriented, inquiry-based, digitalcommunicative, media-educational, and participatory strategies. It is proven that effective civic identity formation requires an integrated approach that combines the development of media literacy with the conscious participation of youth in socially significant digital practices. The research materials can be utilized by lecturers, teachers, researchers, youth policy specialists, and postgraduate students in organizing educational work with youth, as well as in developing civic education programs and methodological recommendations for general secondary education educators.

Conceptualizing Islamic character education: a theoretical analysis based on the Qur’an and Hadith

The growing concern over moral decline, identity fragmentation, and ethical challenges in contemporary society has intensified scholarly interest in character education, yet limited attention has been given to reconstructing Islamic character education through a comprehensive conceptual framework grounded in the Qur'an and Hadith. This study aims to reconceptualize Islamic character education by systematically analyzing its philosophical foundations, core dimensions, and educational implications through a qualitative concept analysis. Employing a qualitative library research design, the study examines primary Islamic sources, including the Qur'an and authentic Hadith, alongside contemporary literature on character education and moral development. Data were analyzed through iterative processes of concept identification, categorization, comparison, and theoretical synthesis to reconstruct an integrated conceptual framework. The findings demonstrate that Islamic character education is founded on the interconnected principles of fitrah (innate human disposition), tawhid (the unity of God), tazkiyah (spiritual purification), and akhlāq karīmah (virtuous character), which collectively integrate cognitive, moral, spiritual, emotional, and behavioral dimensions of human development. Furthermore, the study identifies substantial conceptual convergence between Islamic character education and contemporary theories of moral development while revealing the distinctive contribution of Islamic epistemology in positioning spiritual consciousness as the foundation of ethical behavior. This study proposes a holistic conceptual framework that advances the theoretical discourse on Islamic character education and provides a foundation for curriculum development, pedagogical innovation, and character-based educational policies in contemporary Islamic educational institutions.

Adaptive citizenship as a response to the era of globalization and digitalization

The era of globalization and digitalization has transformed citizenship into a dynamic construct that requires individuals to continuously adapt to rapid social and technological changes. This study examines the concept of adaptive citizenship as a response to the challenges emerging from globalization and the digital age. Employing a qualitative literature review, the study analyzes national and international peer-reviewed journal articles published between 2019 and 2024, supplemented by relevant academic books and policy documents. The data were analyzed using qualitative content analysis, including data reduction, categorization, interpretation, and conclusion drawing, to identify key themes, patterns, and conceptual frameworks associated with adaptive citizenship. The findings identify four core dimensions of adaptive citizenship: digital literacy, global awareness, social participation, and national identity. Together, these dimensions provide a comprehensive framework for developing citizens who are critical, ethically responsible, and firmly rooted in national values while remaining responsive to global transformations. The study underscores the importance of reorienting citizenship education toward a more contextual, competency-based, and adaptive approach that prepares learners to navigate the complexities of an increasingly interconnected and digitalized world.

Traditional Islamic Education and Global Challenges: A Qur'anic and Hadith-Based Normative Framework

Contemporary global education increasingly prioritizes measurable competencies and academic performance, often at the expense of moral formation, values development, and social responsibility. This tendency has intensified concerns regarding the ethical and humanistic dimensions of education in an era shaped by rapid technological change and globalization. This study examines how traditional Islamic educational institutions, specifically kuttab, pesantren, and madrasah diniyah, respond to twenty-first-century educational challenges through the normative guidance of the Qur'an and Hadith. Employing a qualitative library research design, this study analyzed primary data consisting of selected Qur'anic verses and authenticated Hadith traditions alongside secondary data drawn from Scopus-indexed academic literature published between 2021 and 2026. Data were examined through thematic and normative-conceptual analysis, with source triangulation applied to verify the consistency of findings across textual, prophetic, and scholarly sources. The findings indicate that core Islamic values, including tawhid, akhlaq, justice, amanah, and social responsibility, derived from the Qur'an and Hadith, align substantively with global educational agendas concerned with character development and global citizenship. A three-layer conceptual model is proposed, integrating revelation as normative foundation, values-based education as pedagogical core, and principled engagement with modernity as adaptive strategy, governed by the principle of wasatiyyah. Traditional Islamic educational institutions demonstrate both adaptability and normative coherence, offering a sustainable and integrity-based model of values education for addressing contemporary global educational challenges.

Secularisation in Christian higher education: A Reformed perspective from the works of BJ van der Walt

The secularisation of Christian higher education institutions remains a significant challenge within contemporary higher education. Drawing on the works of B.J. van der Walt, this article investigates the factors contributing to the secularisation of Christian universities from a reformational perspective. The study employs a qualitative approach based on Van der Walt’s published corpus, relevant secondary literature, and semi-structured interviews conducted with Van der Walt during 2024. The article argues that secularisation should be understood not as a single event but as a gradual, cumulative process involving philosophical compromise, worldview fragmentation, and institutional adaptation. Through thematic analysis, the study identifies 12 recurring factors contributing to secularisation, organised within three interrelated levels: foundational philosophical and theological errors, worldview and epistemological deficiencies, and institutional and structural deviations. Particular attention is given to themes such as dualism, synthesis thinking, the loss of Scriptural authority, postmodern relativism, commodification of knowledge, and the erosion of Christian institutional identity. The study concludes that Van der Walt’s reformational framework offers an important analytical and normative perspective for understanding secularisation within Christian higher education. It further argues that Christian universities can preserve their identity only where faith, scholarship, and institutional life remain intentionally integrated under the authority of God’s revelation.

The Western and Islamic Dialectics in the Discourse of Pesantren Feudalism: An Epistemological Study on the Transformation of Islamic Education in the Digital Era.