From Classroom to Jannah: Integrating Islamic Spiritual Elements in Teaching Linguistics

Zamda Yusufu Msoke

doi:10.53449/yn3k3479

Authors

Zamda Yusufu Msoke Muslim University of Morogoro

DOI:

https://doi.org/10.53449/yn3k3479

Abstract

A classroom should not be a place where students merely chase grades, it should be a sacred space where hearts are shaped, character is built, and the soul is guided toward its ultimate purpose: to serve Allah and attain Jannah. When teaching is limited to academic content alone, students may perform well intellectually but remain spiritually disconnected. This study responds to that gap by exploring the integration of Islamic spiritual elements into classroom practice, aiming to transform the learning experience into a holistic journey of faith and purpose. The study was conducted over nearly two academic years using a qualitative, classroom-based research design, engaging linguistics students at the Muslim University of Morogoro. Data were collected through classroom observations, students’ practical project reports, unstructured interviews and a questionnaire involving 138 participants. The findings revealed overwhelmingly positive feedback: students embraced the integration and encouraged that it be made a core part of their academic journey. A major outcome of the study was the development of the Action-Based Linguistics Islamic Education Framework for Teaching, which provides a practical model for embedding Islamic values into academic instruction. This framework promotes a shift from passive learning to purpose-driven action, nurturing students cognitively, spiritually, and behaviorally, turning the classroom into a bridge between dunya and Akhirah.

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Author Biography

Zamda Yusufu Msoke, Muslim University of Morogoro

Department of Foreign Languages, Faculty of Arts and Humanities

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