Socio-Cultural Conditions of Islamic Education: a Systematic Literature Review of Indonesia and Middle Eastern Countries

Abstract

This study systematically reviews the socio-cultural dynamics of Islamic education in Indonesia and selected Middle Eastern countries, including Saudi Arabia, Egypt, Jordan, Turkey, Qatar, and Morocco. Adopting the PRISMA 2020 protocol and the PISCo analytical framework, this review synthesizes findings from 20 Scopus-indexed and Sinta 1 journal articles published between 2015 and 2025. The systematic analysis identifies four overarching themes: (1) the preservation of cultural and religious identity within Islamic educational institutions, (2) the modernization and globalization of Islamic curricula through pedagogical reform, (3) the promotion of religious moderation and civic education as a response to extremism, and (4) the digital transformation of Islamic learning environments as part of socio-cultural adaptation in the post-pandemic era. The findings reveal that while Indonesia and the Middle Eastern countries share common theological and cultural roots, Indonesia tends to emphasize pluralism, inclusivity, and contextualized approaches, whereas Middle Eastern systems remain largely centralized, policy-driven, and state-regulated. This study recommends the development of transnational collaborations, cross-cultural exchange programs, and policy integration frameworks to enhance the adaptability and sustainability of Islamic education in a rapidly globalizing world.