The Reality of Critical Thinking Skills in Islamic Education Teachers' Practice: A Qualitative Study on Teaching Islamic Faith in Virtual Classrooms in the Governorate of Dhofar

Nsima Rabia  Alyafai; Mohsin Nasser  Al-Salmi

doi:10.35516/edu.v50i2.4526

Authors

Nsima Rabia Alyafai Ministry of Education, Oman https://orcid.org/0009-0007-3874-2789
Mohsin Nasser Al-Salmi Department of Psychology, College of Education, Sultan Qaboos University, Oman. https://orcid.org/0009-0004-8013-6086

DOI:

https://doi.org/10.35516/edu.v50i2.4526

Keywords:

Practice, Islamic education teachers, critical thinking skills, teaching Islamic Faith, virtual classes

Abstract

Objectives: The study aimed to reveal the reality of the practice of Islamic education teachers in the Governorate of Dhofar in the Sultanate of Oman regarding the use of critical thinking skills in teaching Islamic faith in virtual classes through an educational platform.

Methods: The study involved direct observation of virtual classes for three male and three female teachers, as well as document analysis of the educational content uploaded on the educational platform. The study adopted a qualitative approach.

Results: The results of the study showed that most of the indicators of the two skills of interpretation and deduction were clearly demonstrated by the Islamic education teachers in teaching topics related to the Islamic Faith. However, their practices did not adequately reflect the required skills of knowing assumptions and evaluating arguments, possibly due to the influence of the gender variable.

Conclusions: There is a need to provide training for teachers on teaching methods and evaluation techniques that foster the development of students' critical thinking skills in virtual classes.

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