Technological knowledge readiness in teaching Islamic education: A preliminary report of pre-service Islamic education teachers at Kulliyyah of Education, International Islamic University Malaysia
DOI:
https://doi.org/10.15282/ijhtc.v11i1.14414Keywords:
Technological readiness, Pre-service, Teachers, Islamic education, Classroom integrationAbstract
This preliminary study aimed to evaluate the level of technological knowledge readiness among pre-service Islamic education teachers at the Kulliyyah of Education (KOED), International Islamic University Malaysia (IIUM), to identify specific strengths and weaknesses within the components of technological readiness, and to analyse the gap between perceived readiness and the practical application of technology in teaching among pre-service Islamic education teachers at KOED, IIUM. Employing a quantitative survey design, data were collected from a total of 16 pre-service teachers using a structured questionnaire. Descriptive statistical analysis was used to interpret the data. Items were grouped into three dimensions: awareness of technology, skills of pre-service teachers, and pedagogical application. The findings indicate that participants demonstrated high readiness in awareness and technical skills, reflecting strong engagement with emerging technologies and confidence in selecting appropriate tools. However, pedagogical application scores were comparatively lower, highlighting a gap between conceptual understanding and practical classroom integration. These findings underscore the need for teacher education programs to move beyond surface-level technological familiarity and to provide structured, practice-oriented training that aligns digital competencies with pedagogical strategies and the ethical and instructional principles of Islamic Education.
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