Islamic Values as an Ethical Foundation for Social Change in Global Education
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Globalization of education accelerates the circulation of knowledge, technology, educational standards, and cultural practices while reshaping learners’ social relations and cultural identities. This article examines how the Islamic values of ukhuwah, ‘adl, and rahmah can provide an ethical foundation for responding to social changes associated with educational globalization, particularly cultural homogenization and pressures on local values. The study employs an integrative literature approach by comparing theoretical works on globalization, Islamic education, moral education, and cultural diversity and synthesizing their conceptual relationships. The synthesis indicates that ukhuwah frames education through solidarity and social responsibility, ‘adl provides a normative basis for equitable access and fair cultural representation, and rahmah directs educational change toward compassion and respect for human dignity. Together, these values support selective engagement with global educational developments rather than either unrestricted acceptance or cultural isolation. They also enable local traditions to be maintained critically by preserving practices compatible with justice, solidarity, and human dignity while allowing ethically necessary change. Islamic education can consequently develop global openness while sustaining moral orientation, cultural plurality, and socially rooted identity.
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