Integrating Islamic Epistemology, Cultural Context, and Deep Learning for Multicultural Islamic Education: a Thematic Literature Review
DOI:
https://doi.org/10.32806/jf.v14i2.1232Keywords:
Islamic epistemology, multicultural education, deep learning, historical-cultural integration, inclusive pedagogyAbstract
This study explores the integration of Islamic epistemology into multicultural education as a means to balance Western approaches with the philosophical foundations and values of Islam. By employing a qualitative research design using a thematic literature review, the study systematically analyzes and synthesizes findings from recent scholarly works. The research identifies three interconnected domains: (1) aligning multiculturalism with Islamic principles such as justice, equality, tolerance, and respect for diversity through content integration across disciplines; (2) constructing Islamic knowledge within historical, cultural, and global contexts to ensure adaptive reinterpretation of traditions, strengthen local identity, and enhance institutional adaptability in the digital era; and (3) developing a deep learning–based model for Multicultural Islamic Religious Education that personalizes learning, addresses content bias, and fosters inclusive, empathetic classrooms. The methodological approach enables a comprehensive synthesis of theoretical and empirical perspectives to propose an adaptive model bridging tradition, culture, and technological innovation. The findings suggest that combining Islamic epistemology, historical-cultural awareness, and deep learning technology can create sustainable, contextually relevant Islamic education, contributing to a harmonious, moderate society capable of engaging with global diversity.
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