Volume 4, Issue 4 (December 2025)
IJER 2025, 4(4): 1-15 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Khudhur S K, Saeidian khorasgani N, Hussein F S, Shahtalebi B. (2025). The Paradigmatic Model of Thought-Oriented Leadership in Teaching Islamic Studies Courses in Iraqi Universities. IJER. 4(4), 1-15. doi:10.20234/ijer.4.4.32
URL: http://ijer.hormozgan.ac.ir/article-1-466-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-466-en.html
1- PhD student, Department of Educational Management, Isf.C., Islamic Azad University, Isfahan, Iran
2- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran ,n.saeidian@iau.ac.ir
3- Associate Professor, Department of Educational Management, University of Tikrit, Salahuddin, Iraq
4- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran
2- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran ,
3- Associate Professor, Department of Educational Management, University of Tikrit, Salahuddin, Iraq
4- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran
Abstract: (1096 Views)
Objective: This study aimed to develop a paradigmatic model of thinking-oriented leadership in the teaching of Islamic Studies courses within Iraqi universities by examining the structural, institutional, and individual factors that shape its implementation.
Methods: Using a qualitative and applied research design, the study targeted all Islamic Studies instructors across Iraqi universities, a population comprising 1,500 faculty members. Through purposive sampling, 15 instructors were initially selected for interviews, with theoretical saturation reached after interviewing two additional participants. Semi-structured interviews served as the primary data collection tool, and the data were analyzed through coding-based thematic analysis.
Results: Findings revealed 13 key components that collectively influence thinking-oriented leadership in Islamic Studies education. These components include structural factors such as course content and teaching methods, as well as paradigmatic epistemological conflicts that challenge traditional instructional approaches. The study also identified significant shifts in the attitudes and expectations of newer generations of students, along with broader organizational, institutional, and socio-cultural factors that shape teaching environments. Furthermore, limited professional development aligned with thinking-oriented pedagogy, institutional and political pressures, and technological and resource constraints emerged as considerable barriers. Individual and professional limitations among instructors further complicated implementation efforts. Additionally, effective thinking-oriented leadership was found to depend on participatory and interactive teaching strategies, which contribute to both individual and social educational outcomes. Based on the extracted components, a comprehensive 177-item researcher-developed questionnaire was produced.
Conclusions: Overall, the study concludes that adopting a thinking-oriented leadership model requires addressing multifaceted challenges and strengthening instructor development to achieve meaningful and sustainable improvements in teaching Islamic Studies.
Methods: Using a qualitative and applied research design, the study targeted all Islamic Studies instructors across Iraqi universities, a population comprising 1,500 faculty members. Through purposive sampling, 15 instructors were initially selected for interviews, with theoretical saturation reached after interviewing two additional participants. Semi-structured interviews served as the primary data collection tool, and the data were analyzed through coding-based thematic analysis.
Results: Findings revealed 13 key components that collectively influence thinking-oriented leadership in Islamic Studies education. These components include structural factors such as course content and teaching methods, as well as paradigmatic epistemological conflicts that challenge traditional instructional approaches. The study also identified significant shifts in the attitudes and expectations of newer generations of students, along with broader organizational, institutional, and socio-cultural factors that shape teaching environments. Furthermore, limited professional development aligned with thinking-oriented pedagogy, institutional and political pressures, and technological and resource constraints emerged as considerable barriers. Individual and professional limitations among instructors further complicated implementation efforts. Additionally, effective thinking-oriented leadership was found to depend on participatory and interactive teaching strategies, which contribute to both individual and social educational outcomes. Based on the extracted components, a comprehensive 177-item researcher-developed questionnaire was produced.
Conclusions: Overall, the study concludes that adopting a thinking-oriented leadership model requires addressing multifaceted challenges and strengthening instructor development to achieve meaningful and sustainable improvements in teaching Islamic Studies.
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/06/12 | Accepted: 2025/09/25 | Published: 2025/12/19
Received: 2025/06/12 | Accepted: 2025/09/25 | Published: 2025/12/19
References
1. Abediniya, A., Zahed-Babalan, A., Moeini Kia, M., & Khaleghkhah, A. (2024). Designing and validating a teacher-leadership model in the education system. Scientific Journal (Ministry of Science), 2(31), 47-68.
2. Afshari Qozlu, K., Abdollahfam, R., & Fallah, N. (2021). Using critical thinking in teaching Islamic Studies. Proceedings of the First National Conference on Humanities and Islamic Wisdom.
3. Alam, S. (2024). Critical Thinking and Its Impact on Religious Education. Journal of Contemporary Islamic Studies, 12(1), 45-67.
4. Alshammri, F. S., & Alenezi, A. K. (2021). Creative leadership and its relationship to thinking styles among Saudi university leaders. International Journal of Education and Practice, 9(2), 340-353. [DOI:10.18488/journal.61.2021.92.340.353]
5. Assessment.
6. https://www.insightassessment.com/critical-thinking-what-it-is-and-why-it-counts
7. Dehghani, A. A., Nasr Esfahani, A. R., & Meshkat, A. (2023). The necessity of offering Islamic Studies courses at the undergraduate level in universities. Research in Islamic Education Issues, 59, 91-118.
8. Ghavi, N., & Moharami, R. (2023). Requirements for improving the quality of Islamic Studies education from the perspective of instructors and students in the post-COVID era. Research in Islamic Education Issues, 31(58), 41-65.
9. Halstead, J. M. (2025). Islamic Education and Critical Thinking: A Necessary Dialogue. Oxford University Press.
10. Karim, L. (2024). Challenges and Opportunities in Teaching Critical Thinking in Islamic Theology. International Journal of Religious Education, 19(2), 101-120.
11. Khodouyi Ashkezari, Z. (2024). The role of project-based learning in developing critical-thinking and problem-solving skills among students. Proceedings of the First International Conference on New Developments in Educational Sciences, Psychology, and Education, Urmia.
12. Mirahmadi, S. M. (2025). The effect of elementary school teachers' instructional leadership style on students' social, emotional, and academic development. Proceedings of the Second National Conference on Humanities with a New Approach and the First International Conference of Innovative Teachers, Astara.
13. Moradnia, F. (2023). The role of principals' contemplative leadership in teachers' work conscience with the mediating role of organizational socialization (Case study: Primary school teachers in Ilam) (Master's thesis). Bakhtar Higher Education Institute, Ilam.
14. Omidi, Z., Rafeeian, A., Taee, M., & Fara, P. (2024). Examining the effect of critical thinking on learning quality: Teaching methods and strategies. Proceedings of the First International Conference on Applied Studies in Educational Processes, Bandar Abbas.
15. Warner, J. (2025). Freedom: Academic and otherwise. Inside Higher Ed
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
