RESILIENCE AND INNOVATION IN PHYSICAL EDUCATION: AN ISLAMIC INTERDISCIPLINARY RESPONSE TO GLOBAL CHALLENGES IN THE POST-DIGITAL AGE

Mawar Sari, Asbi Asbi, Vinna Dinda Kemala

Abstract


The post-digital age has profoundly reshaped educational practices, presenting both opportunities and challenges for physical education (PE). While digital technologies offer innovative pedagogical possibilities, they also intensify concerns related to sedentary lifestyles, ethical ambiguity, and the erosion of holistic human development. This study aims to conceptualize resilience and innovation in physical education through an Islamic interdisciplinary framework as a response to contemporary global challenges. Employing a qualitative integrative literature-based methodology, this article synthesizes scholarly works from physical education pedagogy, resilience theory, post-digital studies, and Islamic educational philosophy. The findings reveal that resilience in PE is a multidimensional construct encompassing physical, psychological, social, and spiritual-ethical dimensions, while innovation extends beyond technological adoption toward value-oriented pedagogical transformation. Islamic principles such as hifz al-nafs (preservation of life), wasathiyah (balance), amanah (responsibility), and ihsan (excellence) provide a coherent ethical foundation that strengthens both resilience and innovation in post-digital PE contexts. This study contributes theoretically by integrating Islamic epistemology into global physical education discourse and practically by offering a culturally inclusive framework for developing resilient and ethically grounded PE practices. Future research is encouraged to empirically examine the proposed framework across diverse educational and cultural settings.

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References


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DOI: https://doi.org/10.3059/insis.v0i0.29180

DOI (PDF): https://doi.org/10.3059/insis.v0i0.29180.g14970

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