Preserving Intellect (Ḥifẓ al-ʿAql) in Digital Learning: A Maqāṣid al-Sharī‘ah Based Framework for Islamic Education Development
Keywords:
Islamic education; ḥifẓ al-ʿaql; Maqāṣid al-Sharī‘ah; digital learning; intellectual preservation; value-based educationAbstract
The rapid expansion of digital learning has reshaped Islamic education, raising critical concerns regarding cognitive integrity, ethical reasoning, and intellectual depth. This study examines the development of Islamic education through the lens of Maqāṣid al-Sharī‘ah, with a specific focus on the preservation of intellect (ḥifẓ al-ʿaql) as a foundational principle for digital learning transformation. Using a qualitative-conceptual approach, this research critically analyzes classical maqāṣid discourse alongside contemporary digital education literature to construct a normative framework that aligns technological advancement with intellectual and moral objectives. The findings demonstrate that a maqāṣid-based digital learning model can foster critical thinking, epistemic responsibility, and reflective reasoning while mitigating risks such as cognitive superficiality and value disorientation. By positioning ḥifẓ al-ʿaql as the core axis of digital Islamic education, this study contributes a systematic framework for curriculum design, pedagogy, and digital governance, offering both theoretical enrichment and practical guidance for sustainable, value-oriented Islamic education in the digital era.
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