A Reexamination of the Components of Quranic Literacy and Their Prioritization to Enhance Quran Education in a University Setting Based on E-Learning
Keywords:
Familiarity with the rules of reciting, the ability to read the Holy Quran, understand the meaning of the phrases and verses, familiarity with the Holy Quran and deliberation in the Holy Quran, students, professorsAbstract
The aim of the present study is to examine the components of Quranic literacy (familiarity with recitation rules, ability to read the Quran, understanding the meanings of phrases and verses, engagement with the Quran, and contemplation of the Quran) and their prioritization for lifelong learning planning for students and faculty members at Payame Noor University. This study is applied in terms of its goal, causal-comparative in nature, and conducted in a survey format. The statistical population consists of all faculty members from the Department of Educational Sciences at Payame Noor University and e-learning students at the university for the 2023-2024 academic year, with a stratified random sample of 358 students and 84 faculty members selected. Following a literature review, a researcher-made questionnaire assessing Quranic literacy, which had confirmed validity and reliability, was distributed among the sample. The results of the independent t-test indicated a significant difference between students and faculty members concerning the components of understanding the meanings of phrases and verses, engagement with the Quran, and contemplation of the Quran. However, no significant difference was found between students and faculty members regarding familiarity with recitation rules and the ability to read the Quran. Additionally, the results of the Friedman test for ranking the Quranic literacy components showed that both groups, students and faculty members, jointly prioritized understanding the meanings of phrases and verses as their top choice. Faculty members then ranked the ability to read the Quran, engagement with the Quran, and familiarity with recitation rules in subsequent order, while students followed the same sequence. Both groups commonly chose contemplation of the Quran as their lowest priority. Given the importance of education in fostering Quranic literacy, specialized Quran education courses should be designed as part of a comprehensive curriculum focusing on Quranic literacy components for both students and faculty members.
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