Bridging Faith and Sustainability: Faculty Attitudes toward Integrating Research Priorities with Islamic Educational Values and SDG 4
DOI:
https://doi.org/10.34125/jomre.v1i3.34Keywords:
Sustainability, Research, Quality Education, Islamic ValuesAbstract
This study examines faculty attitudes toward integrating Islamic educational values and the Sustainable Development Goal 4 (SDG 4: Quality Education) into the research priorities of the University of Zawia, Libya. Rooted in Islamic epistemology and the global sustainability discourse, the research explores how moral, spiritual, and developmental perspectives intersect in shaping academic practices in Muslim higher education contexts. A mixed-methods design was employed, combining a quantitative survey of 526 faculty members from diverse faculties, ranks, and genders with qualitative interviews conducted with twenty participants. Descriptive statistics revealed high endorsement of embedding Islamic ethical principles and social responsibility into research (M = 4.25) and strong support for quality education and SDG 4 integration (M = 4.11). However, institutional mechanisms to adopt these values were rated moderately (M = 3.70), indicating gaps in policy, funding, and interfaculty collaboration. Correlation and regression analyses supported the hypothesis that stronger Islamic educational attitudes predict greater support for SDG 4 integration (r ≈ 0.62, p < .01), while institutional support showed a weaker but significant influence on faculty research alignment (β ≈ 0.27, p < .05). Qualitative findings corroborated these trends, revealing enthusiasm for ethical research but highlighting bureaucratic and financial barriers. The study concludes that Islamic education and the SDGs form compatible frameworks for advancing sustainable, ethically grounded research in Muslim universities. Recommendations include strengthening institutional strategies, capacity building, and interdisciplinary collaboration to embed these values into the university’s research culture.
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