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Grounded in library research with an interpretative approach, it draws mainly from university website content and related sources. Course offerings are analyzed through content analysis and descriptive qualitative methods, extracting core curriculum-development principles that are contextual and responsive to contemporary needs. Findings show undergraduate structures with material-based emphasis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dinamika-ilmu-vol-20-no-2-preparation-of-islamic-religious-education-teachers-in-secular-countries-a-study-in-austria/601125/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-20-no-2-preparation-of-islamic-religious-education-teachers-in-secular-countries-a-study-in-austria/601125.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the study in Austria?","Question",{"text":112,"@type":113},"To determine how Austrian universities prepare Islamic Religious Education teachers at the undergraduate level through specific models and curricula to meet increasingly complex challenges and a growing Muslim citizen population.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and data sources are used?",{"text":117,"@type":113},"The study uses library research with an interpretative approach, relying primarily on Islamic Religious Education program content shown on university websites and supplemented by various additional sources.",{"name":119,"@type":110,"acceptedAnswer":120},"How are the course contents analyzed to derive curriculum principles?",{"text":121,"@type":113},"Course contents presented are analyzed using content analysis, selecting fundamental elements related to curriculum development principles that are contextual and responsive to the challenges of the times.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601125,1792210731,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DINAMIKA ILMU  \nVol. 20 No. 2, 2020  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://doi.org/10.21093/di.v20i2.2483](http://doi.org/10.21093/di.v20i2.2483)  \nPreparation of Islamic Religious Education Teachers in Secular  \nCountries: A Study in Austria  \nMuhammad Munadi  \nIAIN Surakarta, Indonesia  \n[e-mail: munadimahdiputra@gmail.com](e-mail: munadimahdiputra@gmail.com)  \nAbstract  \nEspecially in Austria itself, it is estimated that in 2050 the Muslim population will be around 19.9% of the total population and the population increase will be second in Europe after Sweden with 30.6% . Interestingly again in Austria apart from being a secular country but it provides concern for Muslims to develop Islamic religious education there. Therefore, this study aimed to determine how universities in Austria prepared Islamic religion teachers at undergraduate level both in terms of models and curricula to face increasingly complex challenges and a growing number of Muslim citizens. This study used library research, while the approach used interpretative approach. The main reference source was the content on the university website that offers Islamic Religious Education programs. In addition, various sources lead to discourse and curriculum development in Austria. The number of data were displayed using descriptive statistics and described using descriptive qualitative. Then research design that would be carried out was to reveal the course content contained in the web and then reduced, especially in terms of the preparation curriculum for Islamic Religious Education teachers. Of the various courses presented were analyzed using content analysis where the important point was to take the most fundamental content that was related to the principles of curriculum development, namely contextual and responding to the challenges of the times. The results showed that the preparation of Islamic teachers in one of the colleges in Austria consists of undergraduate, graduate, and postgraduate degrees. Undergraduate program of Islamic Religious Education consists of two models, namely Bachelor’s Program Secondary School Teacher Training (General Education)– Subject: Islamic Religion and the specific name is Bachelor’s Program- Islamic Religious Education. In general, the content emphasis  \napplied in the preparation of Islamic religious education teachers is still materialbased.  \nKeywords: Contents, curriculum, knowledge, teacher education  \nA. Introduction  \nThe study of religious education and the preparation of religious teachers cannot be separated from the study of the relations of religion, education, and the state. In this case Ahmed (2017), states that there are 6 basic patterns of constitutional relations between religion and the state, namely laïcité (strong secularism), (b) ‘neutrality’ (weak secularism),(c) ‘pluralist accommodation’, (d) ‘recognition’, (e) ‘weak establishment’ and (f) ‘strong establishment’. These six patterns make a country apply religion to its citizens. The state implements the religion, including the right religious education, as said by (Rosenblith, 2017), namely the relationship between religion and public education has been fraught with misunderstanding, confusion, tension, and hostility. The relationship between both of them (religion and state-owned schools) will cause misunderstanding, confusion, tension, and hostility. This is caused by the paradigm of contemporary religious education as identified by Gearon (2014) as the scriptural-theological; phenomenological; psychologicalexperiential; philosophical conceptual; socio-cultural; and historical-political.  \nA research focus regarding with Islamic religious education has been widely spread all over the world i.e. Indonesia (Lubis, 2018; Khasanah, 2019; Winarto, Syahid, & Saguni, 2020; Mahfud, 2019; Harfiani, 2019; Syah, 2016; Sobandi, 2016; Supriadi & Rahmat, 2017), the United States (Hussein, 2010), Malaysia (Salleh, 2013), Brunei Darussalam (Nawi, Hamzah","cbCaiqSBxfuk7VtG","https://ap.wps.com/l/cbCaiqSBxfuk7VtG","pdf",370528,21,"English","# Introduction\n## Constitutional relations between religion and the state\n## International research focus on Islamic religious education\n## Austria’s legal recognition and public schooling\n## Islamic Religious Education training programs\n## Data presentation and summary table","[{\"question\":\"What is the main objective of the study in Austria?\",\"answer\":\"To determine how Austrian universities prepare Islamic Religious Education teachers at the undergraduate level through specific models and curricula to meet increasingly complex challenges and a growing Muslim citizen population.\"},{\"question\":\"What research approach and data sources are used?\",\"answer\":\"The study uses library research with an interpretative approach, relying primarily on Islamic Religious Education program content shown on university websites and supplemented by various additional sources.\"},{\"question\":\"How are the course contents analyzed to derive curriculum principles?\",\"answer\":\"Course contents presented are analyzed using content analysis, selecting fundamental elements related to curriculum development principles that are contextual and responsive to the challenges of the times.\"}]","DINAMIKA ILMU - Vol. 20 No. 2 - Preparation of Islamic Religious Education Teachers in Secular Countries: A Study in Austria | PDF",1792092032,53]