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Sustainable Futures through Waqf: A Review of Higher Education
Practices and Pathways
Roseamilda Mansor, Mohd Shafiz Saharan
*,
Mohd Firdaus Ruslan, Nor Ananiza Azhar, Norhafiza
Hashim, Mohd Fazil Jamaludin, and Khairul Azfar Adzahar
Faculty of Business and Management, Universiti Teknologi MARA Cawangan Kedah, 08400 Merbok,
Kedah, Malaysia
*Corresponding author
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.910000199
Received: 02 October 2025; Accepted: 10 October 2025; Published: 07 November 2025
ABSTRACT
Higher education institutions (HEIs) continue to struggle with ensuring sustainable funding to support teaching,
research, and community engagement. This challenge is particularly pronounced in developing countries, where
universities often depend heavily on government allocations and student tuition fees, leaving them financially
vulnerable. Traditional financing models are also limited, as they frequently overlook principles of sustainability
and inclusivity, which are essential for broadening equitable access to education. Against this backdrop, waqf
(Islamic endowment) has gained renewed attention as an alternative model of financing. Beyond preserving
Islamic heritage and values, waqf is increasingly viewed as a mechanism that can strengthen long-term
institutional resilience and promote sustainable futures in higher education. This study examines the contribution
of waqf to sustainable development in higher education by exploring practices, models, and pathways that
support institutional sustainability. Using a Scopus-based AI-assisted review method, the research combined
bibliometric mapping, summary analysis, concept mapping, expert insights, and emerging theme identification.
This layered approach provided a systematic understanding of how waqf is linked to sustainability practices,
educational outcomes, and innovative funding strategies in HEIs. The findings show that waqf consistently
emerges as a dependable instrument for financing scholarships, supporting underprivileged students, expanding
institutional resources, and fostering inclusive access to higher education. A key theme is the role of waqf-driven
initiatives in integrating sustainability into university curricula. Recent discussions also point to the potential of
digital platforms and artificial intelligence in improving transparency, governance, and stakeholder engagement
in waqf management. Overall, the results illustrate the evolving role of waqf—from a traditional charitable
practice to a strategic enabler of sustainable higher education. The study not only adds to the growing body of
literature on Islamic social finance but also provides practical guidance for policymakers, waqf managers, and
university leaders who are exploring innovative approaches to educational sustainability.
Keywords: Waqf, Higher Education, Sustainable Development, Islamic Social Finance and Educational
Sustainability
INTRODUCTION
Higher education has long been regarded as a cornerstone of human capital development, social progress, and
sustainable economic growth. Yet, its role is not merely technical. It is also cultural and moral, shaping societies
in ways that are often more difficult to measure. In line with the United Nations Sustainable Development Goals
(SDGs), particularly SDG 4 on quality education, higher education institutions (HEIs) are under increasing
pressure to secure funding models that go beyond simply keeping the lights on. They must be sustainable,
inclusive, and resilient enough to survive long-term shifts in politics, demographics, and economics (Usman &
Ab Rahman, 2023).
It is worth recalling that in many Muslim-majority contexts, the waqf institution, an Islamic endowment founded
on the principle of perpetual charity, has historically served as a backbone of education, healthcare, and
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community welfare (Mahamood & Ab Rahman, 2015). Centuries ago, it was not uncommon for entire schools,
hospitals, or even towns to be maintained through waqf. One could argue that its re-emergence today is less of
an innovation and more of a rediscovery, offering higher education a pathway that aligns both with sustainability
values and with deeply rooted faith traditions.
Still, there is a catch. Despite this impressive history, the use of waqf in modern higher education faces persistent
challenges. Weak governance structures, ambiguous legal frameworks, and, perhaps most importantly, the
underutilization of waqf assets continue to limit its impact (Hussin et al., 2021; Sulaiman & Zainuddin, 2023).
Financial technology tools and digital fundraising platforms are beginning to reshape this landscape, yet their
adoption in universities remains fragmented, uneven, and in some cases merely experimental (Mohamed &
Akande, 2025).
Scholars have examined waqf across diverse contexts, including Malaysia, Turkey, Egypt, and Saudi Arabia,
documenting its role in funding infrastructure, scholarships, and community programs (Kasdi, 2018; Elmahgop
et al., 2025; Usman & Rahman, 2021). What remains absent, however, is a comprehensive review that connects
these findings. What patterns are emerging? Which practices demonstrate long-term sustainability? And how
might these lessons inform the future of higher education globally?
This gap makes a systematic review not only timely but also essential. The present study seeks to map the
intellectual and practical landscape by conducting a Scopus-driven review of waqf in relation to sustainable
development in higher education. Put simply, the study asks: How can waqf be optimized as a sustainable
financing mechanism for higher education institutions facing current and future pressures? To answer this, the
study builds a conceptual map of the field, highlights recurring pathways and practices, and identifies
contributions from leading scholars and practitioners.
The contribution of this paper is threefold. First, it provides a structured synthesis of waqf-related practices in
higher education, particularly in governance, resource mobilization, and technology integration. Second, it
highlights emerging innovations, including green waqf infrastructure and potential connections to social security
systems, that could redefine how waqf supports sustainable education. Third, it situates waqf within the broader
debate on sustainable financing, offering both theoretical insights and practical guidance for policymakers,
academics, and practitioners.
The rest of the paper unfolds as follows. Section 2 sets out the methodology used for the Scopus-based review.
Section 3 presents the main findings, organized around recurring practices and pathways of waqf in higher
education. Section 4 discusses these findings with a focus on governance dilemmas, socio-economic
implications, and innovation gaps. Finally, Section 5 concludes by suggesting directions for future research,
policy reforms, and hands-on applications of waqf to strengthen higher education sustainability.
METHODOLOGY
This study adopts a Scopus-driven systematic review method to analyze the body of scholarly work on waqf and
sustainable development within higher education. The methodological rigor of this synthesis stems from the
integration of bibliometric and thematic analyses conducted through Scopus AI tools. Data were collected on 25
September 2025 to ensure the inclusion of the most recent publications and to capture current scholarly trends..
The review utilized the following search string: ("waqf" OR "endowment" OR "charitable trust" OR "waqf
fund") AND ("higher education" OR "tertiary education" OR "post-secondary" OR "university") AND
("funding" OR "finance" OR "support" OR "resources") AND ("impact" OR "role" OR "contribution" OR
"benefit") AND ("sustainability" OR "development" OR "growth" OR "expansion").
An extensive collection of peer-reviewed articles, conference proceedings, and review articles available through
Scopus was reviewed. The Scopus AI application was utilized for a multifaceted evaluation involving five core
functions: Summary, Expanded Summary, Concept Map, Topic Experts, and Emerging Themes. The Summary
function was first used to provide a brief domain overview within a broad research scholarship on waqf,
sustainability, and higher education. This enabled the capture of the core issues within the discourse such as
governance frameworks, resource-based waqf, and technology (Hussin et al., 2021; Mohamed & Akande, 2025).
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Next, the Expanded Summary function was used to extract contextual details and deeper insights, which
provided the framework for thematic clusters that discussed conventional waqf practices (e.g., provision of
scholarships, and funding for waqf construction) as well as modern innovations (e.g., green waqf, and fintech-
augmented management). This feature was particularly useful to the domain of literature which clearly
distinguished the well-established and the more research-need areas of the literature (Usman & Ab Rahman,
2023; Elmahgop et al., 2025).
The Concept Map, in the third instance, illustrated the key themes and practices and the relationships linking
them. The mapping exercise illustrated four linked areas: governance and legal reforms, integration of
technology, socio-economic characteristics, and cross-border cooperation. This form of visualization supported
the organization of the review while facilitating the identification of important connections that could easily be
missed in a narrative synthesis (Sulaiman & Zainuddin, 2023).
Fourth, The Topic Experts function identified leading scholars and influential institutions in this domain, notably
Usman, Ab Rahman, and Mahamood, whose works have been pivotal in shaping discourse on waqf and
sustainable higher education. The recurrence of these contributors across publications indicates both the field’s
maturity and its intellectual coherence (Mahamood & Ab Rahman, 2015; Usman & Rahman, 2021).
Finally, the Emerging Themes function highlighted new and evolving trajectories within the literature, including
social security-linked waqf funds (Putra et al., 2025), waqf-based green infrastructure (Mohamed & Akande,
2025), and digital fundraising platforms for university financing. These developments underscore the dynamism
of the field and outline promising directions for future research.
Figure 1: Scopuus AI Analytical Framework
This methodological approach guarantees that the review systematically fulfills the study's objective of analyzing
the research landscape pertaining to waqf and sustainable development in higher education. Integrating
bibliometric mapping with thematic synthesis and expert identification, the study constructs a comprehensive
concept map of the domain, revealing the fundamental practices and pathways while acknowledging the
contributions of prominent scholars. Such diligence improves the study's validity, thoroughness, and proactive
stance, thus constructively enhancing the discourse on sustainable futures in higher education and contributing
to the review's scholarly and policy relevance.
RESULT AND DISCUSSION
The results of this Scopus-driven review are presented and discussed through four complementary lenses
generated by Scopus AI: (i) Summary and Expanded Summary, (ii) Concept Map, (iii) Topic Experts, and (iv)
Emerging Themes. Together, these analytical outputs provide both a descriptive overview and an interpretive
synthesis of the research landscape on waqf and sustainable development in higher education.
Summary and Extended Summary
The literature indicates that waqf is an intelligent way of funding higher education institutions (HEIs) and offers
a pathway to a sustainable future. Synthesized studies indicate waqf offers both socio-economic development
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and sustainability that fulfill the objectives of inclusiveness and community empowerment (Mohamed &
Akande, 2025; Usman & Ab Rahman, 2023). Unlike conventional funding, waqf is a non-exhaustive and
everlasting funding source. Waqf can be strategically allocated in HEIs for infrastructure development,
scholarships, and extensive capacity building (Mahamood & Ab Rahman, 2015).
Findings also emphasize the need for governance and transparency as the most important facilitators of waqf in
higher education. Governance frameworks that encourage accountability and professional management foster
trust within communities and stakeholders and guarantee the effective use of donated waqf assets (Hussin et al.,
2021; Sulaiman & Zainuddin, 2023). These governance frameworks become most critical and, at the same time,
most bearable in the face of governance challenges, such as the legal relics of ownership, registration lags, and
the absence of a waqf land code (Sulaiman & Zainuddin, 2023). Thus, governance remains a primary practice
and a challenge in waqf leverage for sustainable futures in higher education.
The review also highlights the increasing incorporation of waqf with contemporary technologies and advanced
frameworks. The use of financial technologies (FINTECH) and the digitalization of waqf activities have
strengthened transparency, optimized waqf fundraising activities, and enabled the diversification of waqf
investments (Mohamed & Akande, 2025). Moreover, the adoption of blockchain technology to waqf
management systems has been suggested to mitigate inefficiencies of management and mismanagement risks
(Elmahgop et al., 2025). Also, the integration of waqf with renewable energy initiatives and social security
frameworks (Putra et al., 2025) serves to extend the innovative financial waqf. The benefits of waqf use to
environmental sustainability, social protection, and beyond educational purposes.
From a developmental perspective, waqf has shown significant socio-economic implications. In Malaysia and
Turkey, waqf funds have helped finance educational infrastructure and scholarships, lessening the burden on the
government and the students, and promoting equitable access to quality education. (Usman & Ab Rahman, 2023;
Kasdi, 2018). In addition, there is evidence that waqf investment funds positively affect personal income, health,
and other community welfare, reinforcing waqf’s dual functionality as a tool for social welfare and development
(Elmahgop et al., 2025; Yusuff et al., 2016). This shows that waqf contributes to the financial needs of HEIs and
positively impacts the communities where the HEIs are situated.
The review highlights multiple challenges but also existing opportunities. The primary challenges identified
include legal limitations, inefficient bureaucratic structures, and stakeholders’ low comprehension of the
continuous nature of waqf assets. These factors inhibit the effective application of endowed assets and ultimately
lead to waqf estate underutilization. Despite such challenges, HEIs, governments, and other international entities
have opportunities to collaborate on resource and impact-sharing initiatives which address both waqf use and
educational resource challenges. The role of waqf in education also contributes to the broader alignment of
initiatives with the SDGs, especially to targets of climate action, poverty and inequality reduction, and education
quality (Lestari et al., 2023).
Concept Map
The concept map presented in Figure 2 below illustrates the interconnected dimensions of Sustainable Futures
through Waqf in Higher Education, highlighting two major domains: Sustainability Practices and Waqf Models.
Figure 2: Concept Maps of Sustainable Futures through Waqf in Higher Education
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A Review of Sustainable Futures through Waqf in Higher Education
The role of waqf in higher education institutions (HEIs) has a potential transformative impact. Unlike traditional
financing options that depend on government budgets, tuition revenues, and private donations, waqf can be a
sustainable financing alternative. As Shamsudin et al. (2015) noted, resource-based corporate waqf financing
models can function as substitutes to conventional endowments and lessen universities' reliance on dwindling
public funds. This sustaining characteristic of waqf makes it a unique tool in undergirding sustainable futures in
higher education.
The other key aspect of the good governance of waqf funds is that it helps ensure and sustain the effective
management of waqf funds. The absence of inefficient and poorly coordinated governance systems will severely
undermine the potential of waqf to deliver perpetual and ongoing funding benefits. As noted by Hussin et al.
(2021), institutions of higher education that have good governance models in place are more effective in the use
of waqf funds in advancing the goals of the institution particularly in the areas of infrastructure, student support,
and research expansion. Therefore, governance is a fundamental prerequisite for sustainable futures through
waqf, and not solely an operational necessity.
The influence of waqf investment funds illustrates their importance in the other dimensions encompassing socio-
economic sustainability. Outside of the aforementioned higher education level benefits, these funds expand to
other societal benefits including health care and poverty alleviation, which intersects with the SDGs. In the case
of Saudi Arabia, waqf investment funds have to some extent been able to improve, and measure, personal income
and social welfare, with the provision of education also directly available (Elmahgop et al, 2025). This embodies
the concept of waqf in its dual economic and socio-economic developmental roles, signalling the potential of
shifting the discourse from academia to the community in its full range of development.
Moreover, the direct financing of higher education through waqf has been documented. Waquf initiatives directly
subsidize the costs of education, scholarships, and range of other educational benefits. They improve the
academic offerings of institution through financing facilities and funding for research programs. For instance,
Mahamood and Ab Rahman (2015) observed that waqf endowments have historically been pivotal in supporting
the educational offerings of institutions such as Al-Azhar University, and their resurgence in modern times
presents novel prospects for the provision of education of enhanced quality. The structural challenges of the lack
of a coherent legal arrangement and the lack of state support, among others, usually limit that potential (Usman
& Rahman, 2021). Proposed solutions to these challenges entail the enactment of regulatory frameworks and the
establishment of trilateral partnerships between the state, the institution of higher learning, and the waqf boards.
In the field of engineering and infrastructure systems, waqf contributes to new development pathways, which
illustrates the deepening scope of waqf within the field of applied and technical education. As noted by Alasmari
and Al-Daeir (2025), waqf can sponsor the development of sustainable infrastructure, the ongoing maintenance
of publicly accessible facilities, and the engineering education target program's accompaniment. Every use of
waqf illustrates how far it can stretch, transcending its traditional use as a philanthropic sponsor to an imperative
sponsor of modernization and an eco-friendly radical change in higher education. This is the first use of waqf,
in the context of enduring scholarship and education, to focus on the sustainable aspects. Overall, waqf shows
the extent to which it can stretch, all while adhering to the principles of good governance and innovative
approaches and legal backing in scholarship systems, as a pathway to hope in higher education.
Linkages Between Sustainable Futures through Waqf in Higher Education and Sustainability Practices
To become more sustainable, higher education institutions (HEIs) are starting to include and consider the
environmental, social, and economic pillars. While educating and offering services, universities are also
expected to become the driving force for the achievement of SDGs (Atakan & İşcioğlu, 2019). Their integrated
role makes HEIs distinct and influential to drive long-lasting social change by providing students the skills and
knowledge to support and advocate for sustainability in their jobs and voluntary activities. Integrating waqf in
this context is another new opportunity for universities, since it will combine financially sustainable social and
institutional practice.
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The idea of waqf, especially resource-based or corporate waqf, can offer a new way of providing perpetual
financing which can help sustain higher education in the long run (Shamsudin et al., 2015). In contrast to
traditional funding, which is highly dependent on shifting budgets, waqf offers self-sustaining funding. Good
governance is positioned as an important part of waqf management as it secures oversight, accountability,
transparency, and the efficient use of funds (Hussin et al., 2021). With appropriate governance, HEIs can use
waqf funds for socially responsible and sustainable purposes, whether it be providing scholarships, building
socially responsible infrastructure, funding environmentally sustainable community programs, or sponsoring
innovative projects in the community.
Even with the benefits, there are difficulties in integrating waqf with the practices of sustainability in higher
education. Research indicates a lack of government incentives and policy frameworks as a hindrance to the
adoption of sustainability in HEIs (Drahein et al., 2019). In the same way, the long-term sustainability of these
institutions can be compromised by a lack of insight, inadequate financial planning, and governance or
management frameworks for the waqf funds. Nonetheless, the use of waqf in sustainable initiatives will give
these institutions some buffer to lessen volatile government or donor funding. This shows the need for
establishing frameworks and engagements that supported the use of waqf in sustainability efforts in higher
education institutions.
Management and innovative human capital development practices, towards sustainability, would encompass
things like Green Human Resource Management (GHRM). GHRM has been identified as a catalyst for the swift
implementation of environmental management within higher educational institutions (Singh & Sihmar, 2024).
When paired with waqf funding, GHRM can help staff and students with training, awareness, and capacity-
building initiatives, creating a culture of sustainability within the institution’s various functions. Also,
sustainability-focused policies with waqf-based funding help the university resource and compete in the
university market.
The future of higher education sustainability has to do with the integration of new waqf financing and
sustainability practices at the institution. As Vidrevich and Pervukhina (2023) put it, universities, in addition to
teaching about and practicing sustainability, must also prepare future graduates with the knowledge and skills
and values about sustainability and, at the same time, be practicing sustainability. Properly governed and aligned
with global sustainability standards, waqf has the potential to promote education, eliminate poverty, and build
resilience. This combination not only guarantees higher education institutions financial autonomy but also aligns
with their primary social mission of producing educated graduates who can help the world become a better, more
sustainable place.
Linkages Between Sustainable Futures through Waqf in Higher Education and Educational Impact
Waqf is becoming increasingly recognized for its educational impact for helping higher education to become a
transformative force in constructing sustainable futures. With waqf investment funds serving as a model for
perpetual financing construction, waqf funds become resources for assisting students, staff, and institutional
growth. Waqf funds have the potential to support personal welfare, healthcare, and educational resources such
as student housing and living services. By reducing financial burdens and improving access to essential support,
such initiatives can enhance students’ academic success and strengthen waqf’s role as a sustainable enabler of
education.
Waqf’s support for education sustainability extends beyond financial resources. The framework for Sustainable
Futures prioritizes the preparation of disciple-integrated curricula to foster future leaders for net-zero and
sustainable development goals. Integration of environmental engineering, science, management, and business is
the starting point, as highlighted in Nyhan et al. (2025). With waqf financing, these interdisciplinary programs
become sustainable for the long term, therefore, allowing universities to innovate and provide transformative
education, hands-on learning, and research rooted in sustainability. Consequently, waqf funds the preservation
of conventional education and the provision of radical interdisciplinary education needed for the societal change.
Evaluating the educational impact offered by HEIs indicates the necessity of capabilities looking into the future.
Lewis et al. (2025) outlines a framework focusing on transdisciplinary and community engagement for assessing
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the contribution of higher education programs to societal change. Waqf has the potential to support the
transformative educational model which Lewis et al. are proposing by financing educational programs that cross
disciplines, support community engagements, and provide Waqf-seed innovative hubs. This clearly
demonstrates that programs embracing educational waqf will not only target educational outcomes but will
achieve sustainable societal equity and transformation and address the challenges of global sustainable
development. Thus, waqf in funding education pivot towards a societal change.
The educational role of waqf is sustained through the commitment of the donors. Philanthropic traits of waqf
donors explored by Khadijah et al. 2017, highlights egoistic and altruistic motives as well as religiosity as the
factors shaping the commitment of waqf donors towards higher education. These motives also cement the social
and moral aspects of waqf and illustrate that it is a value-adding practice which not only finances education but
builds social capital in the form of community solidarity and social accountability for the education of
individuals. This also ensures a dynamic form of educational disposability for waqf, which is towards the
sustainable development of societies.
Nonetheless, to fully understand the educational value of waqf, one must examine the implications of
governance, accountability, and diversification of investments. Elmahgop et al. (2025) clarify that to achieve
and optimize the social, economic, and educational value of waqf, effective governance must be put in place.
Absent clear and decisive governance frameworks and creative and effective investment mechanisms, waqf
resources can remain underutilized. These challenges provide an opportunity for HEIs to enhance the
sustainability of their programs while maintaining the role of waqf in promoting educational quality and enduring
social value.
Linkages Between Sustainable Futures through Waqf in Higher Education and Waqf Models
Numerous research-focused models have shaped the role of waqf in higher education while focusing on
sustainability, inclusiveness, and socio-economic development. Zawawi et al. (2023) elaborate on research
comparing the role of waqf in higher education and sustainable development (poverty alleviation, hunger, and
decent work) in Saudi Arabia and Indonesia. The models demonstrate the wide range of benefits waqf can
provide beyond financial assistance, making it a crucial factor for advancing education and improving social
welfare.
The resource-based corporate waqf model is one of the most innovative approaches and it provides a new
paradigm for securing perpetual and self-sustaining financing. The inter-state corporate waqf model proposed
by Shamsudin et al. (2015) provides a new paradigm for securing perpetual and self-sustaining financing.
Endowed resources, in this model, are managed as corporate assets that generate income for higher education.
Besides securing financial autonomy to universities, this model provides opportunity for resource cross-border
collaboration and inter-institutional resource pooling.
Investing waqf funds can create sustainable futures in higher education. In Saudi Arabia, the socio-economic
benefits of waqf investment model returns include improvement in income, healthcare, and education (Elmahgop
et al., 2025). When invested in universities, those waqf funds can grow facilities, sustain research, and create
more scholarships, further proving the waqf’s inclusiveness in educational development. These funds are
innovative in transforming charitable donations of the past and integrating them as sustainable investments.
Other places have suggested hybrid models which integrate waqf with other-neighboring frameworks of Islamic
social finance. In Northern Nigeria, an educational-integrated-waqf-zakat microfinance model serves the
purpose of addressing educational-kaaba (Muhammad & Al-Shaghdari, 2024). The combination waqf and zakat
in this model serves as funding for education in both an immediate and sustainable manner. This shows the
ingenuity of waqf models to adapt to different socio-economic challenges providing relevance to different areas.
Finally, the degree of effectiveness of any given waqf model is correlated with the degree of governance
attributed to it. Research conducted in Malaysia highlights the critical importance of good governance in the
sustainability of waqf within higher education institutions, particularly with regards to accountability,
transparency, and trust (Hussin et al., 2021). While waqf is predominantly defined as an act of philanthropy,
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modern governance expectations associated with financial instruments will serve to redefine its governance
complexities, particularly with regards to the digital world and diverse portfolios. The transformed role of waqf
in Malaysia is indicative of the governance, innovation, and social construct integration that can bolster the
impact of waqf within higher educational institutions (Mohamed Nor & Yaakub, 2017).
Topic Expert
Identifying noteworthy scholars in the context of the Scopus AI database, as of September 25, 2025, points out
the works of Marta Yu Barna, Tetyana T. Lepeyko, and Catherine C. Shikovets. These three gather insights at
the intersection of corporate social responisibility (CSR), innovations in education, and the finances of higher
education. Their works are foundational for understanding the discourse of waqf as a tool mechanisms for
sustaining higher education.
Marta Yu Barna is the most accomplished amongst the three, with 92 citations and an h-index of 5, showing her
influence in the field, Barna’s recent scholarship highlights the role of financially innovative and responsible
practices in the enhancement of sustainability of educational institutions (Barna, 2023). This is most relevant to
waqf in higher education, where waqf based funds are innovative socially responsible finances. Barna’s works
on digital marketing strategies for educational institutions also illustrates for waqf institutions and universities
how to improve their outreach and attract donors to engage with the institution on a socially responsible,
financially sustainable, and innovative focus.
In addition to Barna’s contributions, Tetyana T. Lepeyko places a strong emphasis on embedding CSR into
financial management within the educational settings, evidenced by 20 citations and an h-index of 2. Lepeyko
(2022) outlines the importance of educational innovators in implementing responsible practices within
institutions. This aligns with the waqf discourse since universities funded by waqf can showcase CSR by
adjusting their financial and operational frameworks to social and community development. Lepeyko’s
perspective indicates that waqf in higher education is not simply a funding source, but a governance model that
can fortify the institutions’ ethical and social responsibility.
Similarly, although in the early stages of her academic career, with 3 citations and an h-index of 1, Catherine C.
Shikovets adds to the discourse by discussing the importance of CSR and digital tools in facilitating educational
institutions to practice sustainability (Shikovets, 2024). Shikovets’ position enhances the discourse by
demonstrating how fledgling institutions and younger scholars can be agents of change in the waqf field. Her
focus on responsible values and digital methodologies for educational institutions and younger scholars outlines
the potential of waqf-based higher education models to implement technology in donor management systems to
improve financial sustainability and transparency.
The integration of the Waqqf system with Barna, Lepeyko, and Shikovets' scholarship underscores the emerging
consensus of the importance of corporate social responsibility and innovative financing in developing a
sustainable future for higher education. However, as discussed in Chapter 4, to advance sustainable development
in a university context, the mobilization of endowment funds should be complemented with the responsible
governance and innovative disengagement, along with transparent financial management and strategic
engagement. Ethical, responsible financial innovation, digital transformation, and corporate social responsibility
will ensure the Waqqf system promotes educational sustainability.
Emerging Theme
Themes identified through Scopus AI (25 September 2025) demonstrate distinctive patterns at the cross-section
of waqf, sustainable development, and higher education. These themes indicate alternating periods of
consolidation and innovation across the scholarship.
One theme that has stood the test of time has been the incorporation of waqf within sustainable educational
ecosystems. This has remained the case due to the growing recognition of waqf as an effective tool for resolving
socio-economic problems and the provision of uninterrupted quality education (Hasan, 2021). Scholarship
consistently shows that waqf scholarship has the potential to solve the higher education resource problem,
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especially for the economically marginalized, while also contributing to the United Nations Sustainable
Development Goals (SDGs) (Shaikh, Ismail, & Shafiai, 2017). Additionally, the persistent presence of this
theme through the ages exemplifies waqf not only as a charitable tool but also as an economically viable and
complementary modern sustainable financial resource (Kuran, 2019). The position of waqf within educational
systems demonstrates its importance in building inclusive and resilient higher education systems.
Having incorporated the foregoing, the increasing attention toward the development of sustainability education
supported by the waqf system bridges interest for the integration of sustainability within the education system
and institution practices. There has been positive movement within the scholarship regarding the ways the waqf
system could support the sustainability of educational practices with the development of green campus initiatives
and research centers focused on waqf sustainability (Ismail & Possumah, 2020). The rise of this scholarship
stream responds to increasing global trends on the adoption of sustainability tenets to be incorporated within the
education system (Lozano et al., 2015). Waqf initiatives develop community and are thus able to synergize
efforts of higher learning institution with community stakeholders toward education for sustainability (Rahman
& Ahmad, 2019). Given this movement, there are strong indications within the scholarship to model
sustainability focus waqf to support transformational change to the curriculum and extra curriculum.
In addition to this, a new emerging theme has been the Exploring Innovative Educational Practices in Education
for Sustainable Development (ESD). This stream seeks to re-evaluate the approaches to teaching, curriculum,
and the strategies of institutions to find an alignment with sustainability. Some argue for the adoption of
interdisciplinary curriculum integration, the principles of universal design for learning (UDL), and for the
integration of inclusive and effective sustainability education (Wals, 2020). The connection between waqf and
ESD is where financially endowed resources can support new experiments in teaching, interdisciplinary
collaboration, and sustainability focused pedagogy (Abdullah, 2022). This illustrates how ESD waqf has the
potential to shift the focus of teaching within higher education systems.
Aspects of the digital innovations and artificial intelligence paradigm in education focused on the novel
integration of emerging technologies in teaching and learning education for sustainability embodies new
inquiries of broader importance in the field of educational technologies. The deployment of educational artificial
intelligence (AI) technologies like chatbots and adaptive learning systems offers new avenues for automating
interaction for educational instruction in sustainability—for personalizing instruction and for expanding the
reach of sustainability education (Holmes et al., 2019). In the case of waqf-funded educational establishments,
AI tools focused on educational technologies may improve communication with waqf donors, automate and
enhance stakeholder accountability transparency, and optimize learning outcomes of students in programs
relating to sustainability (Al-Ansari & Hamed, 2023). While this is an emerging area, it constitutes a gap in
research, most prominently on the design of operational models for the integration of AI into waqf-affiliated
institutions of higher education. The integration of financial innovation with digital innovation as an emerging
area of research adds considerable potential to redefine the teaching and learning of the principles of
sustainability in new and innovative ways.
Overall, the key trends within the research landscape reflect both continuity and change. The most prominent
theme continues to recognize the function of waqf in supporting educational sustainability, while the increasingly
prominent themes indicate a growing integration of sustainability within the focus of educational practice and
institution-wide commitment. The most innovative theme speaks to a new potential for the intersection of waqf,
education, and sustainability to be reshaped through digitalization and AI technologies. Taken together, these
insights demonstrate that waqf has transitioned from an economically passive charitable instrument to a
transformative facilitator of educational sustainability and its integration into higher education.
CONCLUSIONS
This study used a Scopus-driven review approach (25 September 2025) to examine the research landscape on
waqf and sustainable development in higher education. The study produced a few notable insights. First, research
has shown that waqf continues to serve as a stable and sustainable financial model for higher education,
especially in the critical areas of improving institutional access for underrepresented groups and long-term
institutional sustainability. Second, new and emerging thematic areas indicate that waqf is more closely
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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integrated with initiatives in the pedagogy of education for sustainability, and with the use of cutting-edge
technologies such as artificial intelligence (AI) to amplify impact. Third, the contribution of subject matter
experts underscored the importance of CSR, financial stewardship, and digital tech as important drivers of waqf
educational construct. Overall, waqf is transitioning from being a purely charitable mechanism to becoming a
significant driver of long-term strategic sustainability in higher education.
With this review, I hope to add to the literature on the Islamic social finance system, positioning waqf as both a
historical social institution as well as a modern tool to advance sustainable development goals. The incorporation
of waqf within the educational system sustains the theories on resource-based financing and the institutional
sustainability of the framework, thereby presenting a unique Islamic position on the financing of higher
education. It advances the theory of education for sustainability, illustrating how sustainability within the
governance and culture of a social institution or educational institution can be integrated through waqf-centered
drivens initiatives.
For waqf practitioners, to meet this goal, there will need to be a shift toward the adoption of the new financing
digital technologies and corporate social responsibility (CSR) frameworks. This will radically transform the
impact and social value of waqf, promoting greater funding autonomy within educational institutions, thus
decreasing the reliance on government support and higher tuition fees. This study also seeks to provide a
framework for the sustainable development goals (SDGs) of the United Nations, more specifically the goal of
sustainable social financing. I hope this sustained the value of waqf by presenting it as an innovative funding
system.
Remember some of the boundaries of the research have been discussed. First, the study used only the database
Scopus and, as a result, relevant works in other non-English and regionally published sources may have been
overlooked. Second, while the Scopus AI analysis provided some insightful summaries and concept maps,
emerging themes and frameworks, the specifics of certain socio-cultural and policy contexts of the various
countries where waqf operates may have been lost. Third, the study narrowed its consideration mainly to higher
education, thus leaving the relationships of waqf and other pivotal areas of the system like health, environment,
and ecologically sustainable development largely unstudied.
Addressing these gaps might involve the use the use of multiple bibliometric databases in order to present a more
comprehensive image of waqf related scholarship Constructive comparative country studies could be developed
to study the cultural, legal and governance frameworks of waqf in education. Furthermore, the use of empirical
research to study the impact of AI and other digital technologies on waqf based sustainability education, on the
other hand, would be useful to practice. Lastly, more research could be done on cross-cutting frameworks to
promote social equity on education and other social sectors based on integrated Islamic social finance (waqf,
zakat and sadaqah).
This review shows that waqf is still an active and changing institution and can shift the way higher education is
financed, governed, and sustained. By combining basic Islamic principles with contemporary financial and
technological advancements, the waqf can help construct strong and flexible higher education systems that will
meet future demands.
ACKNOWLEDGMENT
The authors would like to express their sincere gratitude to the Kedah State Research Committee, UiTM Kedah
Branch, for the generous funding provided under the Tabung Penyelidikan Am. This support was crucial in
facilitating the research and ensuring the successful publication of this article.
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