The role of teachers as purveyors of knowledge and values is crucial to improve the quality of educational processes which leads to the excellence outcomes. The quality of education directly needs the teachers to play their roles. Therefore, the curriculum of education and preparation of teachers should be considered as the central and most crucial in the reconstruction of any educational system. In the context of Ulul Albab, objectives, mission and vision have been drawn up beautifully to achieve the aim of having a generation who is able to use their mind and heart to understand the essence of life based on strong foundation of Al-Quran epistemology. It is therefore, the students of Ulul Albab program that need to be educated, guided, facilitated, and monitored properly to prepare them as Ulul Albab generation. Hence, teachers are expected to play their role as a group who will be responsible to assist these students. This research has been concerned on teachers of the Ulul Albab program as the key implementer of Ulul Albab curriculum. The purpose of this research is to examine the components of professional development (PD) theory for teachers of Ulul Albab program regardless of field of expertise, religious or academic. Six experts and prominence in various fields have been interviewed from purposeful sampling method, in order to investigate the relevancy of developing teachers' professional development for Ulul Albab teachers. Open coding grounded theory approach by using Qualitative Data Analysis (QDA) Software Atlas ti has been chosen to analyse the data, whereby, the theory develops from the data as it is collected and analysed inductively. In-depth interview method has been using for collecting data and the recorded interviews were transcribed verbatim. The findings have shown that there are three main components; the Input, the Process/Mechanism and the Outcome in which several elements have been drawn up from the findings such as the selection of the right teachers, teachers' training (preservice and in-service) model, and the nature of Ulul Albab teachers. Each component that represents every element in the findings will be treated as the foundation in developing Ulul Albab Teachers' Professional Development Programme Theory. From the discussion, the experts collaboratively agree
Online world demands new sets of characteristics to warrant the ability to cope with its constantly evolving challenges and risks. Digital citizenship, a concept introduced, focusing on new ways of learning and exploring in an online environment safely, securely, and appropriately. The evolution of digital citizenship could be seen along with the changes in technology used in education, and requires students to engage with technology longer hours than before. Thus, how can we approach the challenge of using technology actively and immersively, while maintaining sanity and wellness, and building resilience to potential online risk? Thus, this conceptual paper proposes a new concept of digital citizenship by bridging the notions of wellness and resilience from the psychology discipline into digital citizenship, for its feasibility in the Malaysian educational context. This paper argues the necessity and potential integration of the spiritual element that is lacking in the existing digital citizenship concept, which has proven its significance in enhancing wellness and resilience of adolescent in the literature. It is hoped this fourth wave of proposed digital citizenship concept would bring fruitful discussion and contribute to a better understanding of how one might better socialize online or participate with others in a positive and meaningful way. Thus, only then, digital resilience and digital wellness will be established and a better future online society will be formed.
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