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This qualitative study investigates teaching management strategies for Islamic Education and key obstacles teachers face when cultivating global citizenship among learners. Interviews, focus groups, and teaching observations were conducted with twelve administrators and twelve teachers in southern Thailand. Six strategies and three persistent challenges were identified, and new instructional models are proposed for private Islamic schools.",{"@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/teaching-management-strategies-on-21st-century-islamic-education-for-southernmost-thai-private-islamic-schools/591908/",{"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/teaching-management-strategies-on-21st-century-islamic-education-for-southernmost-thai-private-islamic-schools/591908.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching-management shift does the study address in the 21st century?","Question",{"text":112,"@type":113},"The study highlights a shift from content-based learning to learning-process and skills development, which requires competency-focused approaches for students rather than traditional content memorization.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted to identify teaching strategies and challenges?",{"text":117,"@type":113},"Data were collected through interviews, focus-group discussions, and teaching observations with twelve school administrators and twelve Islamic education teachers selected purposively from twelve schools in southern Thailand.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching-management strategies and challenges were identified?",{"text":121,"@type":113},"The schools employed six strategies, including using ICT and integrating science, while three challenges impeded effective teaching capacities and adaptability: teachers’ strong attachment to conventional styles, limited relevance of subject matter to global societal needs, and ambiguity in developmental processes.","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},591908,1792105493,{"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":34,"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":36,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Teaching Management Strategies on 21st Century Islamic Education for Southernmost Thai Private Islamic Schools  \nMuhammadafeefee Assalihee  \nFaculty of Islamic Sciences, Prince of Songkla University, Thailand, [assalihee@gmail.com](assalihee@gmail.com)  \nYusop Boonsuk  \nCorresponding author, Faculty of Humanities and Social Sciences, Prince of Songkla University, Thailand, [yusop.b@psu.ac.th](yusop.b@psu.ac.th)  \nTeaching management has undergone a paradigm shift in the 21st century, from content-based to competency-based. The changing pedagogical landscape has posed a significant challenge to Islamic schools since many still adhere to traditional content-based instruction. To eliminate learning barriers and embrace modern education, this qualitative study investigated teaching management strategies for Islamic Education and key challenges that teachers encountered in cultivating global citizenship for learners. Data were collected from interviews focus group discussion and teaching observations with twelve school administrators and twelve Islamic education teachers, who were purposively selected from twelve schools in southern Thailand. Qualitative content analysis with data organization and classification identified that the schools employed six teaching management strategies to maneuver Islamic Education: emphasizing individual differences, integrating information and communication technology, associating offclass experiences, bridging localness with internationalness, integrating Science, and considering modern evaluation. Furthermore, the results revealed that the attitudes of the Islamic-education teachers were largely attached to conventional teaching styles, relied on subject matters that are less relevant to the needs of the global society, and developmental processes remained significantly ambiguous. Hence, these three challenges were found to be the prime obstructing factors of teaching capacities and adaptability that hindered educational cultivation for 21stcentury global citizenship. This study proposes new instructional models for private Islamic schools to transform their teaching toward 21st-century education.  \nKeywords: private Islamic school, teaching Islamic education, 21st-century education, Islamiceducation teacher, faith-based education  \nINTRODUCTION  \nTeaching Islamic Education could be extremely challenging today as educational-management paradigms have now shifted from content-based learning to learning-process and skills development for students (Ajmain, Mahpuz, Rahman, & Mohamad, 2019; Silber‐Varod, Eshet‐Alkalai, & Geri, 2019) . Furthermore, advances in 21st-century competencies and information technology have opened the door for new jobs that did not exist earlier, and as such, the younger generation needs to get trained to fit into the new careers and shine. These dramatic and drastic changes in the orientation of educational development have imposed its own challenges on Islamic educators with respect to the subject and material of learning. Therefore, there is an urgent need for teaching strategies in Islamic education to embody Muslim students with the essential expertise and knowledge to tackle the current tendency of the 21st century as well as simultaneously help them spiritually grow towards becoming  \nCitation: Assalihee, M., & Boonsuk, Y. (2023) . Teaching management strategies on 21st century Islamic education for southernmost Thai private Islamic schools. Anatolian Journal of Education, 8(1), 13-28.  \n[https://doi.org/10.29333/aje.2023.812a](https://doi.org/10.29333/aje.2023.812a)  \nbelievers with desirable morals and ethics according to the Islamic teachings. Hence, it is literally inevitable for 21st-century instructional transformations in Islamic Education to face new challenges. Previously, the only significant challenge in transforming Islamic Education was Islamic-secular integration. Today, a new transformational issue has also emerged, i.e., the educational management of Isl","cbCaiiMeF8aY65C1","https://ap.wps.com/l/cbCaiiMeF8aY65C1","pdf",392122,16,"English","# Introduction\n## Paradigm shift and challenges in Islamic Education\n## Need for teaching strategies for 21st-century competencies","[{\"question\":\"What teaching-management shift does the study address in the 21st century?\",\"answer\":\"The study highlights a shift from content-based learning to learning-process and skills development, which requires competency-focused approaches for students rather than traditional content memorization.\"},{\"question\":\"How was the study conducted to identify teaching strategies and challenges?\",\"answer\":\"Data were collected through interviews, focus-group discussions, and teaching observations with twelve school administrators and twelve Islamic education teachers selected purposively from twelve schools in southern Thailand.\"},{\"question\":\"What teaching-management strategies and challenges were identified?\",\"answer\":\"The schools employed six strategies, including using ICT and integrating science, while three challenges impeded effective teaching capacities and adaptability: teachers’ strong attachment to conventional styles, limited relevance of subject matter to global societal needs, and ambiguity in developmental processes.\"}]","Teaching Management Strategies on 21st Century Islamic Education for Southernmost Thai Private Islamic Schools | PDF",1792073453]