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This study is aimed at exploring Islamic studies teachers’ perceptions about transitioning from objective-based curriculums to competence-based ones, focusing on planning, classroom implementation, and assessment. Also, it aimed to ascertain teachers’ self-efficacy and satisfaction toward the implementation of a competence-based curriculum (CBC). The study utilized a quantitative approach. During the 2018–2019 school year, 180 female middle-school Islamic studies teachers completed a questionnaire that aimed to identify their perspectives regarding various dimensions of transition (planning, classroom implementation, and assessment) created by a CBC implementation. A Kruskal–Wallis’ test was implemented to examine potential differences in self-efficacy among participant responses to the planning, classroom implementation, and assessment dimensions related to age and experience variables. Results showed that participants had higher levels of competence in planning and classroom implementation than assessment when implementing the CBC. The novelty of the CBC and inadequate training were the main impediments regarding its implementation. Participants showed no difference in average scores by either age or experience regarding their sense of self-efficacy in implementing the CBC. The study concluded that teachers are the main cause of failure or success when applying innovative curriculum practices. Islamic studies teachers showed flexibility in embracing the new curriculum and indicated that the application of the CBC was considered a new transition within their educational practices. At the same time, experienced teachers were skeptical of the transition because of their familiarity with the objective curriculum, which they implemented for years, and the insufficient preparations and training before and during the CBC application.

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This study examined the effectiveness of a flipped learning strategy (FLS) on self-regulated learning (SRL) skills among pre-service Islamic education teachers utilizing project-based learning (PBL). The study collected both quantitative and qualitative data from participants using a mixed-methods design. Questionnaires were used to collect quantitative data, while unstructured interviews and written reflections from participants were used to collect qualitative data. Most participants (79%) had a favorable opinion of the FLS project, and their experience designing and executing the project using the PBL strategy had a positive impact on their SRL skills. The participants reported that the project strengthened their resolve to adopt FLS as an instructional strategy. The study emphasizes the need for rigorous preparation programmes and early exposure to innovative practices to boost teachers’ sense of self-efficacy and SRL skills. The study also highlights the potential advantages of aligning educational programmes with refined-oriented practices to positively influence educators' perspectives and pedagogical strategies in the classroom. Despite the positive findings of the study, Islamic Studies instructors' capacity for self-regulation requires further investigation. Specifically, further research is required to investigate the impact of FLS on teachers' SRL skills in different subject areas and the long-term effects of FLS on teacher development and student outcomes.