An Islamic Digital Narrative Literacy Framework for Higher Education

The digitalisation of higher education has transformed assessment practices, promoting continuous engagement, real-time reporting, and increased use of digital platforms. However, existing research largely emphasises technical efficiency and student performance, while ethical dimensions of digital assessment remain insufficiently explored. This study aims to address this gap by examining students’ experiences of live-reporting assessment in community-based learning and developing a value-based framework grounded in Islamic principles. A mixed-method exploratory design was employed, involving 57 undergraduate students who participated in digitally mediated community projects. Quantitative data were collected using a Likert-scale survey to assess students’ perceptions of live reporting, while qualitative data were obtained through open-ended responses and analysed thematically. The findings indicate that live-reporting assessment is positively perceived in terms of project management, lecturer support, and relevance to workplace communication, although challenges such as anxiety and distraction were also identified. Thematic analysis revealed four key dimensions: digital accountability, reflective excellence, community stewardship, and ethical digital communication. These dimensions were interpreted through the principles of Amanah, Ihsan, and Khalifah. Based on these findings, the study proposes the Progressive Islamic Digital Narrative Literacy Framework, which integrates Islamic ethical values with digital narrative practices to support responsible, reflective, and value-driven digital assessment in higher education. This framework contributes to advancing ethical digital literacy by positioning moral responsibility as central to technology-mediated learning.

Amanah, Digital Assessment, Digital Narrative Literacy, Progressive Islamic Thought

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