Teacher Mediated Technology for Islamic Character Formation in Primary Education

Abstract

Digital technology is increasingly integrated into primary education, yet its contribution to Islamic character formation depends on its responsiveness to children’s developmental, ethical, and contextual needs. This study explored teachers’ perspectives on child-responsive technology for Islamic character education in primary schools and Islamic primary schools in Enrekang Regency, South Sulawesi. A qualitative multisite case study was conducted with 24 teachers from eight schools selected through purposive maximum-variation sampling. Data were collected through semi structured interviews, non-participant classroom observations, and document analysis, and were examined using reflexive thematic analysis and cross-case comparison. The findings revealed four major themes. First, 87.5% of participants emphasised developmental and moral appropriateness as essential criteria for technology selection. Second, 79.2% identified teacher-led moral mediation as necessary to connect digital content with Islamic values and students’ daily behaviour. Third, 75.0% highlighted the need for contextual adaptation, particularly in schools with limited connectivity and digital infrastructure. Fourth, 70.8% stressed that digital engagement did not automatically produce sustained moral behaviour without repetition, teacher modelling, school routines, and parental involvement. The study concludes that child-responsive technology should be understood as part of an integrated moral and pedagogical architecture rather than as an independent instructional solution