Focus and Scope
This journal focuses on advancing scholarly discourse and evidence-based practices in teacher professional development within diverse educational settings, with particular emphasis on Islamic educational institutions and contemporary pedagogical transformation in the digital era. The journal publishes rigorous empirical studies, theoretical inquiries, policy analyses, and practice-oriented research that contribute to strengthening teachers’ pedagogical, professional, ethical, intercultural, and digital competencies through continuous learning, reflective practice, instructional innovation, and research-based improvement. Distinctively, the journal prioritizes studies situated within Islamic schools, madrasas, pesantren, and Islamic higher education institutions that explore the intersections between teacher development, educational technology, curriculum transformation, artificial intelligence in education, inclusive learning, and community engagement. The journal also strongly encourages classroom-based and practitioner-centered research, including Classroom Action Research (CAR), lesson study, reflective teaching, and school-based professional learning initiatives that demonstrate contextual and globally relevant contributions to improving teaching effectiveness and sustainable professional practice in both local and international educational contexts.