Contextualización de la educación islámica en la primera infancia en 2025: tendencias y desafíos

Resumen

This study aims to explore the contextualization of Early Childhood Islamic Education (PIAUD) in 2025, identifying key trends and challenges to ensure its continued relevance and effectiveness amidst rapid global changes. The research highlights the necessity of adapting PIAUD to contemporary demands while preserving its core Islamic values. Employing a mixed-methods approach, the study first quantitatively identifies broad trends in early childhood education and the prevalence of specific challenges faced by PIAUD institutions, educators, and parents. Subsequently, a qualitative phase delves deeper into the underlying reasons for these phenomena, exploring nuanced experiences and practical strategies for contextualization. Key findings indicate a strong emphasis on personalized learning, play-based and experiential learning, social-emotional learning (SEL), and the integration of artificial intelligence (AI) and educational technology (EdTech) as prominent trends. Concurrently, significant challenges include the pervasive influence of inappropriate digital content, the imperative for curriculum adaptability, varying levels of parental involvement, and the need to enhance leadership and teacher competencies. The integration of these trends within PIAUD necessitates a delicate balance between leveraging modern pedagogical advancements and safeguarding fundamental Islamic ethics and morals. This research underscores that successful contextualization requires a holistic, ecosystem-based approach, where curriculum, pedagogy, and parental engagement are synergistically aligned. The study offers practical and theoretical implications for policy development, teacher training, and pedagogical practices, providing a forward-looking, comprehensive analysis that bridges traditional Islamic principles with modern educational demands, thereby enhancing the quality and impact of PIAUD.