BUILDING DIGITAL RESILIENCE THROUGH ISLAMIC SOCIAL-EMOTIONAL LEARNING (I-SEL): AN INTEGRATIVE FRAMEWORK FOR MUSLIM EARLY CHILDHOOD IN THE POST-DIGITAL ERA

Khoiriah Barokah, Samsidar Samsidar, Nur Asriyanti Jabir

Abstract


Digital resilience is a critical competency for Muslim early childhood in a post-digital era characterized by rapid technological transformation and the complexity of social-emotional challenges. This article proposes an integrative framework of Islamic Social-Emotional Learning (I-SEL) that combines the principles of social-emotional learning with Islamic values to build digital resilience in early childhood. Through the systematic literature method, this study analyzes 25 relevant current references to identify key components, implementation strategies, and practical implications. The findings show that I-SEL can be a holistic solution that integrates digital literacy, religious literacy, and Islamic character development. This framework emphasizes the crucial role of teachers, families, and communities in creating a learning environment that supports children's emotional, spiritual, and digital development in a balanced manner. This research contributes to the development of an early childhood education curriculum that is responsive to the challenges of the digital age while maintaining Islamic values as a moral and spiritual foundation.


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DOI: https://doi.org/10.3059/insis.v0i0.28928

DOI (PDF): https://doi.org/10.3059/insis.v0i0.28928.g15006

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