FORWARD
The rapid digitalization of education is reshaping the educational landscape, presenting unique opportunities and challenges. This book enters the field with an innovative and much-needed approach, pioneering the concept of Cyber Education grounded in the principles of Maqasid al-Shariah—the higher objectives of Islamic law. By aligning cyber education practices with Islamic values, the author not only preserves the integrity of Islamic ethics but also extends them into the virtual sphere, thus presenting a model that is simultaneously modern and rooted in tradition.
Central to this work is the Shayaa Othman Cyber Education Value Chain Strategy Model (2024), a framework that thoughtfully applies Porter’s Value Chain to the digital educational environment, with Maqasid al-Shariah as the guiding strategy. This approach ensures that each aspect of educational delivery—from course design and technology development to student support—is imbued with values prioritising ethical responsibility, holistic development, and social welfare. The author’s application of this model is both academically rigorous and highly practical, offering a pathway for institutions to implement a value-driven education system that resonates deeply with Islamic ideals.
In proposing both the International Islamic Cyber Education Center (IICEC) and the International Islamic Cyber University (IICU) models, the book provides a versatile blueprint for institutions looking to expand Islamic education globally without compromising on quality or values. The IICEC model serves as an accessible, scalable hub for Islamic education, connecting students with reputable programs from partner universities worldwide. The IICU model, on the other hand, envisions a fully accredited online university, promising a transformative role in delivering comprehensive Islamic education.
This book is an essential resource for educators, administrators, and policymakers aspiring to harness the potential of technology in education while upholding Islamic ethics. It is with great pleasure and anticipation that I commend this groundbreaking work, which I believe will serve as a beacon for Islamic education in the digital age.
Prof Emeritus Dato’ Wira Dr Jamil Osman
Advisor, International Institute of Islamic Thought (IIIT) USA, East & South East Asia Regional Center, Malaysia, International Islamic University Malaysia [IIUM], 8th November 2024
PREFACE
The rapid
transformation of technology has reshaped education globally, creating new
opportunities to deliver accessible, flexible, and high-quality learning
experiences. Among these innovations, Cyber Education stands out as a
progressive model, distinct from traditional online learning. This book
presents a comprehensive exploration of Cyber Education within an Islamic
framework, integrating the principles of Maqasid al-Shariah—the ultimate
objectives of Islamic law. By weaving these principles into Cyber Education, we
envision an educational model that is ethically driven, globally accessible,
and responsive to the needs of modern learners.
In Chapter
1, the discussion begins with the evolution of Cyber Learning and
how it extends beyond conventional online education. Unlike traditional
formats, Cyber Education encompasses a holistic digital ecosystem where
emerging technologies such as virtual reality, artificial intelligence, and
secure digital infrastructures enrich the learning experience. By grounding
Cyber Learning in the concept of Maqasid al-Shariah, we introduce a
value-driven approach that maintains Islamic ethical standards while embracing
the technological advances that define 21st-century education.
Chapter 2 presents a
detailed analysis of online university development in Malaysia, highlighting
the country's unique advancements and challenges in digital education. While
Malaysia’s online education sector is still growing, institutions like Open
University Malaysia and Asia e University have made significant strides in
providing flexible learning options that serve diverse populations. The
insights gathered from Malaysia’s approach inform later discussions on
developing similar institutions in an Islamic context.
In Chapter
3, we examine the influence of secularism in education, especially its
tendency to separate knowledge from moral and spiritual dimensions. By
contrasting secular educational frameworks with Islamic principles, this
chapter underscores the value of a Maqasid al-Shariah approach in maintaining a
balanced, purpose-driven educational environment that nurtures both
intellectual and ethical development.
Chapters 4 and 5 focus on
integrating Maqasid al-Shariah into strategic management for Cyber
Education. Chapter 4 explores how the five primary objectives of
Shariah—protection of religion, life, intellect, offspring, and wealth—can
serve as an overarching strategy, guiding all educational activities. Chapter 5
builds on this by presenting David’s Strategic Management Framework
integrated with Maqasid al-Shariah, offering a model that aligns organizational
goals with Islamic values and ethical responsibilities.
The Shayaa
Othman Cyber Education Value Chain Strategy Model (2024), introduced in Chapter
6, adapts Porter’s Value Chain for Cyber Education, with Maqasid al-Shariah
as the foundational strategy. This model divides educational activities into
primary and support functions, each designed to enhance the learning experience
while upholding Islamic values. Support activities, such as technology
development and human resources, provide essential infrastructure, while
primary activities like content creation, course delivery, and student support
services focus on the core mission of Cyber Education.
The book’s
final two chapters propose practical frameworks for establishing Islamic Cyber
Education institutions. Chapter 7 details the International Islamic
Cyber Education Center (IICEC) Model, a concept inspired by platforms like
Amazon and Coursera, which would serve as an aggregator connecting students
with partner universities worldwide. Through partnerships with reputable
Islamic institutions, IIICEC could offer students access to a wide range of
accredited programs, all within an ethical, student-centred environment. This
model demonstrates how Islamic education can reach a global audience without
the need for physical campuses, making it cost-effective and adaptable.
Chapter 8, we explored the International Islamic Cyber University (IICU) model, a fully accredited online university. While more resource-intensive, this model holds the potential for an independently operated institution offering degrees. The recommended approach is to begin with the IICEC model, allowing time to establish partnerships, refine the platform, and build credibility before transitioning to the IICU structure,
This book
aims to be a foundational guide for educators, administrators, and policymakers
interested in establishing Cyber Education systems rooted in Islamic values. By
combining the advancements of modern technology with the ethical framework of
Maqasid al-Shariah, we aspire to create a sustainable, accessible, and
value-driven educational model that serves students worldwide
DR SHAYA’A
bin OTHMAN, ( 2024.11.08 )
