Integrating Islamic Parenting Values into University Teaching Practices: A Qualitative Study of Learning Experiences in Indonesia
Keywords:
bioecological theory; higher education; Islamic parenting; value-based pedagogy; student learning experiencesAbstract
This study examined the integration of Islamic parenting values into university teaching practices and their influence on students’ learning experiences within Indonesian Islamic higher education. Grounded in Bronfenbrenner’s bioecological theory, the study conceptualized teaching and learning as a dynamic process shaped by interactions across individual, relational, and contextual dimensions. A qualitative research design was employed, involving in-depth interviews and classroom-based insights from lecturers and students. Data were analyzed thematically to capture patterns of meaning related to value integration and learning experiences. The findings revealed that Islamic parenting values were not implemented as a formal pedagogical model but were enacted through everyday teaching practices characterized by care-based relationships, moral guidance, dialogic engagement, and behavioral modeling. Lecturers assumed roles that extended beyond knowledge transmission to include nurturing students’ ethical and personal development. From the students’ perspective, these practices fostered psychological safety, active participation, and holistic learning experiences that integrated cognitive, emotional, and moral dimensions. However, the study also identified variability in implementation across lecturers, indicating that value integration was influenced by individual pedagogical orientations rather than consistently institutionalized practices. Interpreted through the bioecological lens, the findings highlight the central role of proximal interactions in shaping learning experiences, the influence of students’ prior value orientations, the significance of institutional and cultural contexts, and the evolving nature of value-based pedagogy over time. The study contributes to the literature by demonstrating how parenting-derived values can be meaningfully translated into higher education teaching practices, offering a contextually grounded model of holistic education. It also provides practical implications for fostering relational and value-driven pedagogy in higher education settings.
https://doi.org/10.26803/ijlter.25.6.20
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