Enhancing Teacher Professional Growth Through Blended Learning And Innovative Pedagogies In Islamic Education

Abstract

Teacher professional growth is a cornerstone of educational excellence, particularly within Islamic educational institutions that aim to integrate intellectual advancement with moral and spiritual development. This study explores how blended learning and innovative pedagogies can enhance teacher professional growth in Islamic education. Using a qualitative library research approach, this paper reviews and synthesizes academic literature, policy frameworks, and Islamic educational perspectives to understand how technology-enhanced learning can support teacher development. The findings indicate that blended learning combining face-to-face and online modalities creates flexible, reflective, and collaborative spaces for teacher learning. Innovative pedagogical practices such as flipped classrooms, inquiry-based learning, and reflective teaching are essential to building teachers’ digital competence and adaptive capacity while maintaining Islamic ethical principles. Moreover, transformative leadership plays a key role in fostering a culture of lifelong learning and innovation among educators. The study concludes that integrating blended learning within Islamic ethical frameworks can empower teachers to become reflective practitioners and digital pedagogues who contribute to the holistic mission of Islamic education in the 21st century