Embedding Islamic values in higher education: Trends, practices, and future research agenda
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Abstract
This study provides a comprehensive mapping of research on Islamic values in higher education from 2015 to 2025. It combines bibliometric and content analyses to examine research trends, key contributors, dominant themes, and the ways in which Islamic values are defined, integrated, and implemented in higher education contexts. A systematic literature review (SLR) following the PRISMA protocol was conducted using the Scopus database. A total of 151 articles were analysed bibliometrically using the Biblioshiny (R package). From this dataset, 29 representative articles were selected for in-depth content analysis using inductive–deductive coding based on a predefined framework of Islamic value dimensions. The study reveals a steady annual growth rate of 13.58%, with Indonesia emerging as the most productive country, followed by Malaysia, the USA, and China. Thematic mapping indicates dominant focuses on religiosity, character education, values integration, curriculum, and student development. Content analysis shows that Islamic values are conceptualised as moral, ethical, and spiritual principles derived from the Qur’an, Hadith, and maqāṣid al-sharīʿah. The most frequently applied values include amanah (responsibility), ihsan (excellence), adab (ethics), and tauhid (unity of knowledge and faith), implemented through curriculum reform, student engagement, governance, and community service programs. This study integrates bibliometric and qualitative content analyses to provide a holistic understanding of Islamic values in higher education. It contributes a coding framework of value dimensions and identifies future research opportunities, enriching discussions on value-based pedagogy, spiritual leadership, and Islamic higher education policy.
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