Integrating Digital Learning Innovation in Islamic Early Childhood Teacher Education for Sustainable Development

Abstract

Developing digital-based early learning competencies among pre-service teachers is essential, as technology has become an important medium to support effective, engaging, and child-centered learning in Islamic early childhood education. However, integrating digital innovation in teaching practice remains a challenge for many students in Islamic Early Childhood Teacher Education programs. Current research shows that student teachers often struggle with limited digital literacy, lack of confidence in using technology, and inadequate exposure to innovative pedagogical tools. This study uses a qualitative descriptive approach and aims to identify the factors that support the development of digital learning competencies among pre-service Islamic early childhood educators. The subjects consisted of five participants: four early childhood education students and one lecturer in an Islamic higher education institution. Data were collected through semi-structured interviews regarding challenges and enabling factors in applying digital learning strategies. The findings revealed key issues such as limited access to digital resources and insufficient training. However, factors that contribute to developing digital-based teaching skills include guided digital lesson planning practice, the use of child-friendly interactive media, and collaborative peer learning. This study highlights the need for continuous training, curriculum restructuring, and institutional support to promote sustainable digital innovation in Islamic early childhood teacher education.