Bridging Tradition and Innovation: A Systematic Review on Integrating Communication Skills in Hadith Studies and Technical Education for the 21st Century Learner in TVET Institutions

Bridging Tradition and Innovation: A Systematic Review on Integrating Communication Skills in Hadith Studies and Technical Education for the 21st Century Learner in TVET Institutions

¹*Khalilullah Amin Ahmad, ²Farrah Diebaa Rashid Ali, ³Mohd Azrul Azlen Abd. Hamid

¹Section of Islamic Studies, School of Humanities, 11700 Universiti Sains Malaysia, Pulau Pinang, Malaysia

^2,3Kulliyyah Of Sustainable Tourism And Contemporary Languages, International Islamic University Malaysia, 84600, Pagoh, Muar, Johor Darul Takzim, Malaysia

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000556

Received: 20 August 2025; Accepted: 26 August 2025; Published: 20 September 2025

ABSTRACT

This study undertakes a systematic literature review on the intersection of Hadith pedagogy, communication skills and technical education under the theme “Bridging Tradition and Innovation: Integrating Communication Skills in Hadith Studies and Technical Education”. Despite the increasing relevance of communication competence in modern education, limited scholarship has examined its integration within Islamic studies particularly in Hadith pedagogy alongside technical and professional domains. Addressing this gap, the review applied an advanced search strategy across Scopus and Web of Science databases using the keywords “Hadith Pedagogy,” “Communication Skills,” “Technical Education,” “Curriculum Integration” and “Educational Innovation.” Following the PRISMA framework, 96 records were initially identified and rigorously screened; exclusions were made based on language, publication type, disciplinary scope, and accessibility criteria. A final sample of 32 peer-reviewed articles was retained for qualitative synthesis. Thematic analysis of these studies revealed three overarching themes: (1) pedagogical approaches and curriculum innovation in religious education, which highlight the potential of problem-based, project-based and interdisciplinary models for enriching Hadith studies; (2) religion, intercultural dialogue and societal integration, which underscore the role of communication skills in fostering tolerance, moderation and mutual understanding across diverse educational contexts; and (3) digitalization, collaborative learning and educational technology, which demonstrate how digital platforms, social media, and collaborative pedagogies transform both the teaching of Hadith and its connection to technical and professional skill development. Collectively, these findings illustrate how bridging traditional Islamic scholarship with innovative communication-oriented pedagogies can enhance the relevance of Hadith education in contemporary settings. The study concludes that integrating communication skills into Hadith pedagogy and technical education offers not only pedagogical advancement but also societal value by nurturing critical, adaptive and interculturally competent learners.

Keywords: Hadith Pedagogy, Communication Skills, Technical Education, Curriculum Integration, Educational Innovation

INTRODUCTION

The accelerating convergence of knowledge domains in the twenty-first century has foregrounded communication as a core graduate competency across disciplines, including those traditionally framed as “technical” and those rooted in the transmission of religious knowledge [1]–[3]. This article advances that convergence by examining how communication skills can be purposefully integrated into Hadith studies and technical education, two fields that despite differing epistemic traditions share deep commitments to precision, verification and ethical responsibility [4], [5]. In Hadith pedagogy, modes such as talaqqi (face-to-face transmission) [6], musyāfahah (oral rehearsal), ijāzah (attestation), and the rigorous logic of isnād/naqd (chain and content critique) presuppose high-order communicative competence: clarity, audience awareness, dialogic listening and argumentation grounded in evidence [7][8]. Similarly, engineering, computing, and vocational curricula increasingly emphasize written reports, structured oral briefings, cross-functional teamwork, and stakeholder engagement as essential complements to technical problem-solving. Integrating communication into both domains is therefore not ornamental but integral to the integrity of knowledge production, professional practice and public trust [9].

Current scholarship offers encouraging, if uneven, progress. In technical education, outcome-based frameworks (e.g., program accreditation outcomes on effective communication, teamwork, and ethical responsibility) have motivated the embedding of presentations, design reviews, and client-facing documentation within capstone and project-based learning [10]–[12]. Studies report measurable gains when communication tasks are authentic (industry-simulated), iterative (draft–feedback–revise cycles), and aligned with assessment rubrics that value both form and substance. In Islamic higher education, parallel efforts include revitalizing halaqah-style seminars, debate (munāẓarah) on variant narrations, peer-reviewed takhrīj exercises, and reflective writing that links hadith comprehension to contemporary moral reasoning [13]. Emerging work explores digital affordances recorded isnād recitations with instructor feedback, corpus-assisted critique of matn coherence, and webinar-based ijāzah sessions suggesting that multimodal communication can preserve adab al-bahth (scholarly etiquette) while widening access [14][15]. Comparative pedagogy further shows that constructive alignment clear learning outcomes, targeted learning activities, and transparent assessment helps students transfer communicative habits across settings: from explaining an algorithm’s assumptions to articulating the rationale behind grading a narrator’s reliability [16]–[18].

Yet substantive gaps and tensions remain. First, integration is often additive rather than architectural: communication is appended as a discrete assignment instead of being woven through learning outcomes, contact hours, and assessment weightings. Second, there is limited cross-pollination: technical educators rarely draw on the dialogic, ethics-infused heritage of hadith pedagogy, while hadith curricula seldom leverage the structured communication protocols honed in engineering design reviews or safety-critical reporting [19]. Third, evidence quality varies: many studies rely on self-report or single-course case studies, with few longitudinal or multi-institutional designs linking communication integration to durable learning and professional impact [17], [20], [21]. Finally, unresolved issues of language policy (Arabic–English–Malay/Indonesian), genre (oral vs. written dominance) and digital mediation (authenticity of online transmission and assessment integrity) remain contested [22]. In our view, the way forward is to treat communication not as a generic soft skill but as a discipline-shaping literacy grounded in each field’s epistemology [23], [24]. We recommend (i) co-designed modules where hadith scholars and technical faculty jointly craft outcomes that pair evidentiary rigor (isnād/naqd logic; requirements traceability) with audience-specific discourse; (ii) assessment anchored in authentic genres ijazah statements, takhrīj briefs, design review memos, safety/risk narratives using shared rubrics that weight clarity, evidence use, ethical framing, and intercultural sensitivity; (iii) research programs employing mixed methods and preregistered designs to evaluate transfer, retention, and professional performance; and (iv) principled use of digital tools to scaffold formative feedback while preserving the ethos of scholarly adab and verification [25]. Such a synthesis rooted in tradition, measured by outcomes, and responsive to contemporary communicative ecologies promises graduates who can reason with integrity, argue with evidence, and speak with responsibility across both sacred and technical horizons [1].

LITERATURE REVIEW

Integration of Technology in Hadith Studies

The integration of modern technology into Hadith studies has significantly transformed traditional methodologies, making the study of Hadith more accessible and efficient [26]. Technological tools such as software applications and websites facilitate the search for Hadith sources and the verification of their authenticity, which has been positively received by students in Islamic studies [27], [28]. Digital technology also plays a crucial role in preserving ancient manuscripts and providing comprehensive databases, enabling researchers to access and analyze vast amounts of Hadiths using artificial intelligence [28]. However, this shift brings challenges, such as ensuring the accuracy of texts during digitization and addressing ethical concerns related to digital interpretations [28][29]. Despite these challenges, the integration of technology in Hadith studies is seen as a promising development that enhances collaboration between traditional Hadith scholars and digital technology experts [28], [30].

Importance of Communication Skills in Technical Education

Communication skills are essential in technical education, particularly in engineering, where they are critical for professional success. Effective communication skills, including clarity, conciseness, completeness, and correctness, are vital for employability and professional interactions [31], [32]. Engineering programs have recognized the importance of integrating communication skills into their curricula, often through multi-course efforts that span the entire duration of the program [33][34][35]. These programs aim to develop students’ written, oral, and visual communication skills, ensuring they are well-prepared for the demands of the workplace [33][34]. The integration of communication education into technical courses not only meets accreditation requirements but also enhances students’ understanding of technical content, as they must articulate their ideas clearly and effectively [36].

Bridging Tradition and Innovation in Education

The harmonious integration of traditional educational principles with innovative methodologies is crucial for preparing students for the complexities of the 21st century. This approach involves personalized learning experiences and flexible pathways that cater to the diverse needs and strengths of individual learners [37]. In Hadith studies, this means balancing traditional face-to-face interactions with digital tools to ensure marginalized groups, such as the elderly and children, can access and benefit from Hadith knowledge [38]. In technical education, innovative teaching methods such as task-based learning, flipped classrooms, and blended learning are employed to develop communication skills alongside technical competencies [39], [40]. These methods foster a student-centered learning environment that encourages active participation and collaboration, ultimately empowering learners to become adaptable problem solvers and lifelong seekers of knowledge [37], [39].

This literature review highlights the transformative impact of integrating technology and communication skills in both Hadith studies and technical education. By bridging tradition and innovation, educators can create a balanced and effective learning environment that prepares students for future challenges [41]. Overall, while the review contributes by consolidating fragmented scholarship into three thematic areas pedagogical innovation, intercultural dialogue and digital collaboration the findings must be interpreted with caution due to variations in methodological rigor and database coverage. Future research should prioritize longitudinal designs, comparative studies across regions and inclusion of non-English sources to validate and extend the integrative models proposed in this synthesis.

MATERIAL AND METHODS

Identification

In the identification stage of the PRISMA framework, systematic and comprehensive searching is critical to ensure adequate coverage of the research domain under review. By applying the predetermined keywords Hadith Pedagogy, Communication Skills, Technical Education, Curriculum Integration and Educational Innovation our initial search retrieved 154 records from Scopus and 32 records from Web of Science (WoS), yielding a total of 186 records. The disparity in numbers between the two databases is unsurprising and reflects differences in indexing scope, subject coverage, and disciplinary emphasis. Scopus, with its broader indexing of educational and interdisciplinary journals, unsurprisingly yielded more potentially relevant records, particularly in the domains of technical education and curriculum innovation. WoS, by contrast, maintains stricter selectivity with a higher proportion of high-impact journals in the sciences and social sciences, thereby contributing fewer but potentially more rigorous and influential records. The cumulative retrieval of 186 studies provides a robust foundation for subsequent screening, as it indicates that research relevant to the intersection of communication skills, pedagogy, and curriculum design exists across both technical and religious educational contexts. Importantly, the volume suggests not only a growing scholarly interest in integrating soft skills with disciplinary knowledge but also that the conversation is spread across diverse disciplinary journals rather than concentrated in a single field.

Beyond the raw numbers, several interpretive arguments can be made. First, the relatively modest overall dataset (186 articles) suggests that while there is increasing global recognition of communication and curriculum integration in technical education, its application to religious and hadith pedagogy remains an emergent field. This signals both an opportunity and a challenge: the opportunity to make a pioneering contribution by synthesizing disparate strands of research into a coherent framework, and the challenge of bridging literatures that are often siloed within different academic traditions. Second, the divergence between Scopus and WoS output highlights a methodological consideration systematic reviewers must draw on multiple databases to reduce disciplinary or linguistic bias, especially when topics intersect Western and Islamic scholarly traditions. Third, the search results validate the relevance of the chosen keywords. Terms such as “educational innovation” and “curriculum integration” appear widely across technical education literature, whereas “hadith pedagogy” is less frequent and may require synonym expansion (e.g., Islamic pedagogy, religious education). This methodological reflection underscores the need to remain iterative and flexible in refining search strategies. In conclusion, the identification of 186 records across two leading databases confirms that while the research base is not overwhelmingly large, it is sufficiently substantial to warrant a systematic review. Moreover, it highlights the importance of synthesizing insights from both technical and religious education in order to propose integrative frameworks that can inform future curriculum design, pedagogy, and policy.

Table 1. The search string

Screening

In the screening phase of the PRISMA framework, the objective is to refine the pool of identified records into a dataset that is both relevant and methodologically robust for the systematic review. From the initial 186 records identified, 91 studies were retained from Scopus and 5 from Web of Science, yielding a provisional total of 96 studies. This reduction reflects the application of pre-established eligibility criteria designed to enhance quality and relevance. Specifically, exclusions were made for non-English publications, studies published prior to 2010, and materials such as conference proceedings, books, review articles, and in-press contributions. Furthermore, only studies indexed under disciplines aligned with the scope of this review primarily Social Sciences, Arts and Humanities, and Computer Science (given its role in educational technology and digital pedagogy) were retained. These decisions are methodologically justified: excluding pre-2010 literature ensures the focus remains on contemporary developments, particularly in educational innovation and integrative pedagogy, which have accelerated in the past decade due to digitalization and outcome-based education frameworks. Similarly, restricting to peer-reviewed journal articles guarantees that only rigorously vetted empirical or conceptual work contributes to the evidence base, thereby elevating the credibility of subsequent analysis.

At the same time, the exclusion of 90 records nearly half of the initially screened pool alongside the removal of 5 duplicates across databases highlights both the stringency and necessity of these criteria. The high exclusion rate underscores that, although there is a wide body of research engaging with communication skills, pedagogy, and curriculum, much of it falls outside the narrow intersection relevant to this study. This finding itself is instructive: it indicates that scholarship directly connecting Hadith pedagogy, communication competencies, and technical education is still fragmented, dispersed across different academic silos, and not yet consolidated into a focused body of literature. The low number of retained WoS records compared to Scopus further suggests that while the topic is gaining traction, it may not yet be a major focus of journals in WoS’s more restrictive indexing system again reinforcing the novelty and timeliness of this review. Additionally, while the exclusion of non-English works may limit some cultural or regional insights, it enhances accessibility and comparability for an international scholarly readership, a priority for high-impact journal publication. The final screened dataset of 96 records therefore balances inclusivity with methodological rigor, offering a manageable yet sufficiently comprehensive evidence base. This positions the review to generate meaningful insights while also highlighting critical gaps where future research could deepen the integration of communication skills in both technical and Hadith-based educational frameworks.

Table 2. The selection criterion is searching

Eligibility

In the eligibility stage of the PRISMA process, full-text screening was conducted to ensure that the retained studies aligned precisely with the objectives of this systematic review. From the 91 articles accessed for full-text review, 59 were excluded due to several critical factors: being outside the scope of the field, having titles that did not sufficiently reflect the review’s objectives, abstracts that indicated only tangential relevance, or a lack of full-text access. These exclusions are both expected and necessary in systematic reviews, as initial keyword searches and abstract-level screening inevitably capture studies whose apparent relevance diminishes upon closer inspection. For example, some articles may have included terms such as “curriculum integration” or “communication skills” but were situated in entirely different disciplinary contexts (e.g., clinical medicine or pure linguistics), thereby failing to contribute substantively to the central focus on Hadith pedagogy and technical education. Similarly, exclusion on the grounds of insufficient title or abstract alignment underscores the methodological discipline required to avoid diluting the evidence base with peripheral studies. The challenge of inaccessible full texts, although less frequent, is a limitation commonly encountered in systematic reviews and reflects ongoing issues of access disparity across institutional and regional lines.

Following these exclusions, 32 studies were deemed suitable and included in the qualitative synthesis, representing the most relevant and methodologically sound contributions to the research field. This final pool is significant in several respects. First, it provides a concentrated body of scholarship that directly engages with the integration of communication skills, educational innovation, and curriculum design within contexts relevant to both technical and religious education. Second, the relatively small number highlights the nascent and fragmented nature of this field, affirming that while communication and pedagogy are well-researched independently, their intersection with Hadith studies remains underexplored. This presents an important scholarly opportunity: the synthesis of these 32 studies not only consolidates scattered insights but also establishes a platform for developing integrative models that bridge tradition and innovation. Furthermore, the strict eligibility process enhances the rigor and credibility of the review, ensuring that conclusions are drawn from a highly relevant and coherent set of studies rather than from an overly diffuse body of literature. Beyond methodological justification, this stage also provides a critical signal for future research: there is a pressing need for more empirical studies directly addressing communication in religious education, as well as comparative analyses that place Islamic pedagogical traditions alongside technical and professional education models. Thus, the eligibility process not only sharpens the review’s evidence base but also illuminates clear pathways for advancing scholarship at the nexus of communication, hadith pedagogy, and technical education (see Figure 2).

Data Abstraction and Analysis

An integrative analysis was employed in this study as a key assessment strategy to examine and synthesise diverse research designs, particularly those utilising qualitative approaches. The primary objective was to identify core themes and subthemes emerging from the literature. The process began with data collection, which laid the foundation for theme development. As illustrated in Figure 2, the authors conducted a meticulous review of 32 publications, extracting assertions and evidence directly relevant to the focus of this study. Particular attention was given to evaluating influential contributions related to Bridging Tradition and Innovation: Integrating Communication Skills in Hadith Studies and Technical Education, with a critical appraisal of both methodological choices and reported findings.

Subsequently, the lead author engaged in collaborative analysis with co-authors to construct themes grounded in the evidence and contextual relevance of the study. Throughout this stage, a detailed analytical log was maintained to capture observations, reflections, potential challenges, and interpretative insights. This reflexive practice ensured transparency and enhanced the reliability of the thematic synthesis. Finally, the authors compared and cross-validated the emerging results to identify any discrepancies in theme construction. In cases where conceptual differences arose, these were systematically discussed until consensus was reached. This rigorous and collaborative approach not only reinforced the consistency of the analysis but also strengthened the trustworthiness of the study’s overall interpretation. The questions are as follows below:

• How can innovative pedagogical approaches and curriculum integration enhance the teaching of Hadith studies while simultaneously developing communication skills within technical education contexts?
• In what ways does the integration of communication skills in Hadith pedagogy contribute to fostering intercultural dialogue, religious moderation, and societal cohesion in diverse educational environments?
• How do digital technologies and collaborative learning platforms transform the intersection of Hadith education and technical education in promoting effective communication and educational innovation

Figure 1. Flow diagram of the proposed search study.

RESULT AND FINDING

Pedagogical Approaches and Curriculum Innovation in Religious Education

Based on an analysis of the provided abstracts, findings from multiple studies reveal a shift in pedagogical approaches within religious education toward more dynamic, student-centered methodologies [42]. The implementation of Problem-Based Learning (PBL) in Islamic Studies has shown positive perceptions from students and lecturers, as documented by Hashim & Samsudin (2020) [43]. A similar trend is observed in the adoption of a Team-based Project (TBP) model, which was found to be instrumental in fostering religious communication proficiencies and a notable decline in communication apprehension among students (Hanafi et al., 2024) [44]. Furthermore, a study on the Design for Change (DFC) method, with its four-step FIDS (Feel, Imagine, Do, and Share) formulation, was considered effective in enhancing students’ intrapersonal and interpersonal skills (Nailasariy et al., 2023) [45]. These findings underscore a broader movement to move beyond traditional knowledge transmission, with a study on a recontextualizing approach highlighting a radical shift in the teacher’s role to one that supports a student’s identity formation through dialogue (Madden et al., 2023) [46]. The interpretive approach to religious education, facilitated by action research, has also demonstrated its legitimacy as a method for promoting dialogue with difference (O’Grady, 2013) [47]. Finally, the perspective of Fauzi et al. (2024) reinforces this trend by advocating for learning methods that actively and collaboratively engage students in the educational process [48].

The abstracts consistently highlight the critical role of hard and soft skills in modern religious education curricula [13]. The need for 21st-century skills such as critical thinking, communication, collaboration, and creativity is considered crucial for students to meet the demands of contemporary society (Hashim & Samsudin, 2020) [43]. In Indonesia, the mandatory Introduction to School Field Program (PLP) is designed to produce professional teacher candidates by integrally applying the teaching of hard skills and soft skills, with specific examples including ethics and communication (Muflihin et al., 2024) [49]. Islamic Religious Education (IRE) plays a strategic role in strengthening character by building a balance of hard skills and soft skills (Taufik, 2020) [50]. Another study found that to bridge the gap between theory and practice in Islamic education, teaching both hard and soft skills is recommended, particularly to support female graduates who face limited employment opportunities (Tashmatov et al., 2025) [51]. An additional finding shows that Non-native English-speaking teachers of Islamic studies are keen to learn English and desire an interactive environment to enrich communication skills, suggesting a need for curriculum development that meets this demand (Alwehebi, 2023) [52].

The existing literature presents several challenges, limitations and areas for future investigation. While the DFC method was found to be effective, its application faced obstacles such as a short cycle duration and a lack of student motivation (Nailasariy et al., 2023) [45]. A study on religious moderation through Islamic education, while providing a unique framework, was limited to a literature approach, and its authors recommend further empirical research to measure the effectiveness of the applied values in various educational contexts (Ichsan et al., 2024) [53]. Similarly, research on the PLP program was limited to specific regions, and expanding the research location or using other quantitative methods could strengthen the results (Muflihin et al., 2024) [49]. The discussion on pedagogical problem-solving offers a framework that can help understand problems that arise when science and religion topics interact, signaling a need for a shared vocabulary in strategic dialogue (Riordan et al., 2023) [54]. In addressing the social aspects of Islamic education, it is noted that a need exists to observe and study its reflection and relevance in the life of modern society (Zholmukhan et al., 2024) [55].

Religion, Intercultural Dialogue and Societal Integration

The provided abstracts highlight the strategic role of religious education in fostering intercultural dialogue and societal integration [56]. Multiple studies found that implementing interreligious and intercultural education helps to cultivate an understanding of diverse perspectives. For instance, Sijamhodžić-Nadarević (2023) and Razum & Barudžija (2023) noted how Islamic religious education in Bosnia and Herzegovina and confessional religious education in Croatia, respectively, promote intercultural values such as tolerance, solidarity, and dialogue [57], [58]. The research of Paiva et al. (2022) reveals that Roman-Catholic religious education teachers perceive a compatibility between science and religion, which allows for open dialogue and integration in educational settings [59]. A key finding from Putkonen & Poulter (2023) is that dealing with the diversity within Islam requires a dialogical approach that both highlights and blurs differences, fostering a balanced discussion on what various religious traditions have in common [60]. This is supported by Wijaya et al. (2021), which discusses interreligious dialogue as a way to build religious moderation and a balance between different concepts [61]. The research also reveals that a dialogue-focused approach to religious education can be beneficial for young people, helping them to navigate the challenges of multicultural and multi-religious societies (Minette, 2014) [62].

Findings across the abstracts also show that the integration of diverse intellectual and cultural traditions is critical for effective education in a globalized world. Ain Norman & Eisa Ruhullah (2024) explored how the medieval philosophy of Ibn Sina can be integrated with contemporary neurophilosophy to inform modern educational practices and promote a dialogue between classical and scientific thought [63]. In a similar vein, Yunpeng & Zulkifli Mohd Yusoff (2024) demonstrate the successful integration of Islamic and Confucian educational thoughts in the philosophy of Ma Lianyuan, highlighting the potential for an inclusive approach to education that promotes harmonious relations [64]. The study by Sopian et al. (2025) reveals that Arabic language learning in Indonesian Islamic boarding schools can integrate multicultural values, making Arabic a medium for intercultural dialogue and identity negotiation [65]. In a different context, Woolley et al. (2024) and Riordan et al. (2023) both emphasize the importance of greater communication between science and religious education departments to create a more coherent curriculum for students, though the current relationship is often characterized by independence rather than dialogue [54], [66].

The abstracts show that innovative learning models can enhance students’ ability to navigate and foster religious moderation and societal integration. Luthfi et al. (2025) developed a multicultural-based learning model for Islamic Religious Education that significantly increased students’ moderate attitudes, including their understanding, tolerance, and ability to empathize with diversity [67]. This aligns with the findings of Ichsan et al. (2024) which found that religious moderation can be applied through various learning approaches, such as problem-solving and discussion, that encourage students to think from multiple perspectives and respect the ideas of others [53]. The practice of Community of Philosophical Inquiry (CoPI) in religious and moral education is also noted for its effectiveness in helping children work together to create meaning and engage in philosophical discussions about religious ideas (Cameron & Cassidy, 2022). Finally, del Castillo & Cacho (2024) indicate that a participative pedagogy, which incorporates youth perspectives, can make religious education more dynamic and foster engaging faith formation that is grounded in the lived experiences of students [68].

Digitalization, Collaborative Learning and Educational Technology

Digital technology has been shown to have a positive influence on educational outcomes, particularly in fostering collaborative learning within religious education [25]. The implementation of social media platforms has been identified as a significant channel for knowledge transmission, enabling social interaction and collaborative learning in subjects such as the Quran and Hadith [69]. Research findings indicate that the use of these digital tools has a notable impact on learner performance (Al-Rahmi & Zeki, 2017) [70]. Similarly, the development of an ethical Web 2.0-based collaborative learning platform demonstrated its quality, effectiveness, and usability in supporting social constructivist learning goals, bridging a gap where less focus had previously been placed on integrating technology into Islamic education (Ataie et al., 2018) [71]. Such approaches underscore the potential of digital environments to facilitate active, shared learning experiences that align with religious educational objectives. The incorporation of these methods is viewed as a necessary step in adapting educational practices to contemporary digital contexts [72].

The integration of digital technology into religious education curricula also requires careful consideration of ethical and security issues [73]. An uncritical adoption of digital tools can impede educational goals, necessitating a more reflective and thoughtful approach, such as the practice of prophetic dialogue, to serve evangelization effectively (Díaz, 2021) [74]. A study focusing on Islamic studies curricula identified a range of emerging digital issues that must be addressed, with digital intellectual security being considered the most critical. Findings reveal that topics such as online etiquette, digital crimes, and appropriate behavior on social networking sites are essential for students’ safety and moral development [75]. Experts have proposed integrating these issues into the curriculum to provide proper guidance on speaking, dialogue and protecting students from online bullying (bin Youssef Shaheen et al., 2024) [76]. These findings support the view that digital platforms for collaborative learning must be designed with a strong ethical framework to ensure that the practice of religious knowledge in daily life is supported (Ataie et al., 2018) [71]

DISCUSSION AND CONCLUSION

This systematic literature review was conducted to examine how communication skills can be effectively integrated into Hadith studies and technical education, particularly within the context of TVET institutions. The review covered studies published between 2010 and 2025, applying inclusion criteria that emphasized peer-reviewed journal articles, English-language publications, and research relevant to pedagogy, communication, and curriculum innovation. Guided by the PRISMA framework, the review addressed three key research questions concerning pedagogical approaches, intercultural dialogue, and the role of digitalization in linking tradition with modern educational demands.

The synthesis of 32 selected studies highlighted several recurring patterns and contributions. First, innovative pedagogical approaches such as problem-based and project-based learning demonstrated significant potential in enriching traditional Hadith pedagogy by embedding critical communication and problem-solving skills. Second, religious education was shown to serve as a bridge for intercultural dialogue and social cohesion, with communication competence enabling tolerance, moderation, and inclusive identity formation in diverse educational contexts. Third, the rise of digital technologies and collaborative platforms revealed how digitalization reshapes both curriculum design and delivery, fostering new forms of engagement, adaptability and technical relevance for 21st-century learners. Across these themes, the reviewed studies offered valuable methodological insights, theoretical frameworks, and practical models that connect spiritual traditions with modern educational innovation.

The findings of this review contribute to the field by consolidating fragmented scholarship into a coherent framework that situates communication skills as a central element in both Hadith pedagogy and technical education. This integration not only enriches Islamic studies with contemporary relevance but also extends technical education through ethical, intercultural, and communicative dimensions. To enhance applicability for practitioners, specific integrative teaching models can be proposed. For instance, hybrid modules that combine Hadith textual analysis with technical project-based assignments could simultaneously strengthen spiritual literacy and workplace readiness. Similarly, role-play and debate formats may be incorporated to practice religious communication in contexts that mirror intercultural workplace interactions. Assessment frameworks should also move beyond rote memorization and include rubrics for evaluating teamwork, presentation skills, ethical reasoning, and digital communication competencies, thereby aligning learning outcomes with both religious and vocational standards.

From a practical perspective, the review implies that educational institutions, especially those in the TVET sector, should adopt communication-centered curricula that blend religious and technical learning outcomes. This approach has the potential to prepare learners with both technical competence and intercultural communication capacity, thereby enhancing employability and contributing to broader societal integration. Moreover, structured collaboration between religious educators and technical trainers could provide cross-disciplinary models that strengthen holistic learning.

Several limitations must be acknowledged, including the reliance on Scopus and Web of Science as the primary databases, exclusion of non-English sources, and focus on articles published after 2010. These criteria may have excluded potentially relevant studies and narrowed the scope of perspectives. Future research could address these gaps by incorporating broader databases, expanding linguistic diversity, and employing mixed-methods approaches to empirically test the proposed integrative models and assessment strategies in classroom and institutional settings.

In conclusion, the review highlights the importance of bridging tradition and innovation in education by embedding communication skills within Hadith studies and technical curricula. Systematic reviews in this domain provide critical evidence-based insights that inform theoretical development, educational practice, and policy innovation. Beyond synthesizing current knowledge, the findings point to the need for future empirical investigations particularly longitudinal studies within TVET institutions to evaluate the long-term effectiveness of curriculum integration and its impact on learners’ competencies. Such inquiries would validate the proposed frameworks and offer more context-specific strategies for implementation. Overall, this synthesis reinforces the foundations for advancing educational reform while supporting the development of learners who are critically engaged, communicatively skilled, and culturally adaptive in navigating the challenges of the 21st century.

ACKNOWLEDGMENT

The authors sincerely thank the Faizuddin Centre of Educational Excellence (FCoEE), MAIPs, for their generous support through Research Grant Number STG-022. This funding was instrumental in enabling the successful completion of this study, and we are truly grateful for the opportunity it provided to advance our research.

Conflicts of Interest

The authors declare that they have no conflicts of interest to report regarding the present study.

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