This study explores the influence of digital items on Islamic education among Muslim youths. It examines how

The integration of digital technology in education has transformed teaching and learning practices across

platforms, mobile applications, and interactive multimedia resources that shape their learning behavior and

and accessibility to Islamic knowledge beyond traditional classroom settings.

Islamic education plays a vital role in nurturing moral values, spiritual awareness, and social responsibility

particularly those accustomed to digital environments. The emergence of digital items—such as e-learning

modules, Quran applications, and educational websites—has provided an alternative approach to engage learners

This study, therefore, investigates the impact of digital items on Islamic education among Muslim youths. It

findings contribute to understanding how digital platforms can enhance the effectiveness of Islamic education in

Malaysia and beyond.

The rapid and constant pace of change in technology is creating both opportunities and the opportunities include

greater access to rich, multimedia content, the increasing use of online challenges in the education world. course

taking to offer classes not otherwise available, the widespread availability of mobile computing devices that can

access the internet, the expanding role of social networking tools for learning and professional development, and

the growing interest in the power of digital games for more personalized learning.

while some type of technology is present in nearly every classroom in the country, it is rarely used to its fullest

potential. Some of this discrepancy is due to a lack of comfort with using technology for teaching and learning.

According to Price, Cates, & Bodzin, (2002), even teachers who are using technology and report a high degree

of comfort with technology tend to use it in fairly rigid ways, such as searching for activities to use with students,

communicating with other teachers, and word processing. And while students frequently do use computers in

the classroom, use is often limited to information gathering and word processing rather than using multimedia

tools or digital content to design and create products. Often, learning with technology is teacher- centred rather

than student-centred.

Teenagers, particularly Malaysians, are mostly already exposed to easy technology with popular gadgets such

as smart phones, laptops and tablets. With those gadgets come various applications that can be easily installed

computer, tablets or even through their phone screens. applications and programs are easily available over the

internet for users to install or purchase. According to Knezek, (2005), needs-based technology integration

education is shown to have a rapid, positive effect on teacher attitudes, such as computer anxiety, perceived

importance of computers, and computer enjoyment. This type of education is shown to have a time-agged

positive effect on the attitudes of students as well. The exposure of Islamic digital items can be beneficial for

students as they lead very busy lifestyles and technology is all they need to be closer to our sacred religion. With

just a touch and tap away, students can access the Quran and even sunnahs and da 'wahs on their desired gadgets.

Students nowadays are more reliable to look anything up on their phones and computers rather than the old

fashioned reading publications of newspapers, magazines and books. They search for information on the internet

and even look for studying materials on related websites. Since they are prone to read almost any material using

RQ1: What are the benefits and advantages for Muslim youths when using digital items in Islamic education?

RQ2: Why are digital items lacking in terms of usage for Islamic purposes and education among Muslim youths?

RQ3: What are the impacts on Muslim youths when using digital items in Islamic education?

The rationale of this study is to examine the lack of digital items used in Islamic education among Muslim

youths. This study aims to help parents, teachers, lecturers, engineers, and manufacturers understand how to

respond when students question the limited use of digital tools in Islamic education. It also encourages them to

promote the effective and ethical use of digital items in this technologically advanced world.

The scope of the study focuses on digital items in Islamic education, particularly the current lack of their use.

The researchers will observe and conduct in-depth interviews with 10 students from the Faculty of

Most countries, including Malaysia, are governed by national policies that also regulate mainstream media.

Whether publicly or privately owned, media organizations must follow established laws and guidelines to avoid

offending or harming others on sensitive issues.

This research benefits the Malaysian Communication and Multimedia Commission (MCMC) by supporting

the promotion and development of multimedia services that meet social needs in Malaysia. It also provides

valuable insights for the Department of Islamic Development Malaysia (JAKIM), the Ministry of Women,

Family and Community Development, and the Ministry of Communications and Multimedia.

As the target audience for this study includes young Malaysian Muslims, these ministries can monitor and

regulate digital programs and content to ensure they provide positive, faith-based benefits. Furthermore, it will

encourage young Muslims to use digital items in accordance with Islamic teachings as guided by Allah SWT in

beyond the existing Digital Qur’an—by creating more engaging and interactive educational media to attract

young Muslims.

The government can also play an important role by supporting schools and universities with access to digital

items, encouraging students to explore educational digital tools rather than spending excessive time on social

networking sites.

studies. For example, Muslim societies can access the Online Journal of Islamic Education (O-JIE) to learn about

Islamic education.

Islamic education is a matter that cannot be taken lightly, especially within Muslim communities. As stated by

Ahmed and Ezzeddine (2009), children of Muslim converts raised in America reported that their parents often

Malaysia, as a respected Muslim-majority country, has certain advantages in managing religious affairs and

international relations (Harun, 2009). Thus, Islam is an essential and powerful guiding force in life, influencing

both education and economic development. Norlidah et al. (2013) also noted that Facebook-based learning can

enhance creativity among Islamic Studies students in Malaysia.

Digital technology has revolutionized education by promoting flexible, interactive, and student-centered learning

technology is integrated into education. Similarly, Clark (1994) argued that media alone do not influence

learning outcomes unless guided by sound pedagogical design.

Digital tools—such as e-books, applications, and multimedia platforms—enable more personalized and

Prior studies highlight the potential of digital technologies in enhancing Islamic education, but also emphasize

challenges related to awareness, access, and content quality. This study builds upon previous findings by

and was both audio recorded and transcribed for analysis.

explore Islamic content independently without constant guidance from parents or teachers. The use of digital

resources also benefits individuals who wish to deepen their understanding of Islam at their own pace. For

instance, people can now access the Electronic Qur’an or other Islamic learning applications anytime and

anywhere through their personal devices.

The study also highlights that Islamic education can be effectively achieved through the use of digital platforms.

Digital items have contributed to greater accessibility and inclusivity, enabling wider segments of society to

learn about Islam. This approach not only attracts Muslim youths but may also spark interest among non-

Muslims who wish to understand Islamic teachings.

The research findings reveal that digital tools have transformed the traditional approach to teaching Islamic

education. These tools have introduced new and more effective methods of teaching and learning compared to

conventional classroom sessions. Students can now complete their assignments anytime and anywhere, leading

to a more flexible and continuous learning experience.

The integration of digital items has improved the overall quality of Islamic education in Muslim societies. It has

modernized the learning environment, promoting greater participation, creativity, and self-learning among

students. As a result, digital learning contributes to the growth and development of Islamic education in

contemporary settings.

independent, self-driven learners who are capable of using digital tools to strengthen both their religious

understanding and academic achievement.

workshops.

engaging content.

materials.

religiosity.

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