A study shows how 32 Islamic Studies teachers in Southern Thailand moved from lecture-based teaching to dynamic, learner-centered classrooms — boosting student engagement and critical thinking.
The Challenge: When Good Intentions Meet Old Methods
In Thailand’s southern border provinces, Islamic private schools serve over 176,000 students. Parents choose these schools because they offer both religious and general education. The goal is simple yet ambitious: prepare children for academic success while nurturing strong moral and spiritual foundations.
However, a persistent problem undermines this mission. Students from these schools consistently score below the national average on standardized tests. The reason often comes down to teaching quality. Many Islamic Studies teachers hold deep religious knowledge but lack formal pedagogical training. Consequently, their classrooms often rely on lectures and memorization. Students sit passively, absorbing content without engaging critically.
This gap between religious expertise and teaching skill has troubled educators for years. Government training programs exist, yet most are not classroom-based. Teachers attend workshops, then return to schools where nothing changes. The training does not connect to daily realities. As a result, its long-term effectiveness remains questionable.
Enter a new approach rooted in Japanese educational culture. Lesson Study, known in Thailand since 2002, has transformed mathematics teaching across the country. The method involves teachers working together to design lessons, observe each other’s teaching, and reflect on what works. Now, for the first time, researchers have applied this model to Islamic Studies. Their findings suggest a promising path forward.
What Is Lesson Study?
Lesson Study originated in Japan during the Meiji Era (1868–1912). It emerged as Japan modernized its educational system, blending Western practices with traditional pedagogy. The approach became formalized in the mid-20th century. Today, it stands as a cornerstone of Japanese education and has spread worldwide.
The process follows a structured cycle. First, teachers identify specific learning goals. Next, they collaboratively design a detailed lesson plan. One teacher then delivers the lesson while colleagues observe. Crucially, observers focus on student engagement and understanding, not the teacher’s performance. Afterward, the group reflects on what worked and what needs improvement. Finally, they document and share their findings.
This cycle emphasizes continuous improvement through collaboration. Teachers learn from each other. They refine their practice based on real classroom evidence. Consequently, teaching becomes a shared endeavor rather than an isolated activity.
The Open Approach complements Lesson Study. It creates student-centered environments that encourage active participation, critical thinking, and creativity. Key features include inquiry-based learning, collaborative projects, and flexible adaptation to student needs. Teachers use real-world problems, hands-on activities, and technology to make learning practical and relevant.
Bringing Lesson Study to Southern Thailand
Lesson Study arrived in Thailand in 2002 through Dr. Maitree Inprasitha at Khon Kaen University. The initial focus was mathematics education. By 2004, the first open class for mathematics teachers took place in Pattani. Over the following years, the approach expanded to science subjects. Workshops and open classes multiplied across the southern border provinces.
The extension to Islamic Studies came more slowly. In 2023, the first open class for Islamic Studies teachers was held at Khampi Wittaya School in Yala Province. Later that year, another took place at Hatyai Wittayakarn in Songkhla Province. These events marked a significant milestone. Then, in 2024, the first official open class for Islamic Studies teachers occurred at the Islamic Science Demonstration School, Prince of Songkla University, Pattani. Over 200 teachers from 50 schools participated. This landmark event demonstrated widespread acceptance of the approach.
Key Milestones in Lesson Study Implementation
| Year | Event | Significance |
|---|---|---|
| 2002 | Introduction to Thailand | Dr. Maitree Inprasitha brings Lesson Study to northeastern Thailand |
| 2004 | First Open Class in South | Mathematics teachers gather in Pattani |
| 2015 | Empowerment Workshops | Focus on southern border education at College of Islamic Studies |
| 2018 | Expansion to Science | Open classes include science subjects |
| 2019 | Continued Growth | Further expansion across subjects |
| 2023 | Extension to Islamic Studies | First open classes in Yala and Songkhla |
| 2024 | National Islamic Studies Open Class | 200+ teachers from 50 schools participate |
The Research Design: Participatory Action Research
The study employed participatory action research (PAR), a methodology that treats participants as co-researchers rather than subjects. This approach ensures that interventions are contextually relevant and sustainable. The research unfolded in four phases.
First, researchers established relationships and shared goals with participants. Trust-building was essential. Second, they designed the research collaboratively. Teachers helped create a year-long plan based on Lesson Study guidelines. Third, they implemented the plan through Lesson Study and Open Approach methods. Fourth, they assessed and revised the action plan through comprehensive reflection.
Data collection involved focus group discussions and in-depth interviews. These captured teachers’ reflections throughout the process. The study integrated both emic (insider) and etic (outsider) perspectives. Researchers worked closely with teachers, gaining insights into their cultural and educational context. Meanwhile, structured models like Lesson Study provided an external framework.
Who Participated?
The research involved 32 Islamic Studies teachers from 10 private Islamic schools. These schools were located in Pattani, Yala, and Narathiwat Provinces. All participants taught during the 2022 academic year. Purposeful sampling ensured they met specific criteria: more than three years of teaching experience, at least 10 periods per week, a Bachelor’s degree in Islamic Studies, and willingness to engage in the process.
The group represented diverse school sizes and teaching levels. Six teachers came from small schools (under 499 students). Sixteen taught at medium schools (500–1,499 students). Ten worked at large schools (1,500–2,499 students). By Islamic level, 15 taught at the lower level (Ibtida’i), 8 at the middle level (Mutawassit), and 9 at the upper level (Sanawi). Teaching experience ranged from 3 to over 22 years.
Participant Demographics
| Category | Type | Count |
|---|---|---|
| School Size | Small (under 499 students) | 6 |
| School Size | Medium (500–1,499 students) | 16 |
| School Size | Large (1,500–2,499 students) | 10 |
| Islamic Level | Lower (Ibtida’i) | 15 |
| Islamic Level | Middle (Mutawassit) | 8 |
| Islamic Level | Upper (Sanawi) | 9 |
| Experience | 3–5 years | 9 |
| Experience | 6–10 years | 12 |
| Experience | Above 10 years | 11 |
| Qualification | Bachelor’s degree in Islamic Studies | 32 |
What Changed in the Classroom?
The results were striking. Teachers shifted from traditional, teacher-centered methods to learner-centered approaches. This transformation emphasized critical thinking, self-directed learning, and the integration of information and communication technology (ICT). Six key outcomes emerged.
First, teachers began focusing on learners’ competencies rather than just content delivery. Previously, they saw themselves as the primary source of knowledge. Students absorbed information passively. After the intervention, teachers guided students to reliable resources and helped them filter online information. One participant noted that students could now access “teachers from all over the world” through the internet. This shift required new skills but created more engaging learning environments.
Second, teachers reduced the emphasis on extensive content coverage. This made room for more student-centered activities. Teachers observed that preparing stimulating, contextually relevant materials mattered more than exhaustive lesson plans. One participant explained that reducing content allowed students more time for self-directed learning and exploration.
Third, teachers connected lessons to real-life situations. They used news stories, social media trends, and current events as teaching tools. This made learning more relevant and engaging. Students discussed popular culture and societal trends, helping them navigate their environment critically. One teacher noted that students who once fell asleep in class now paid more attention because lessons involved interactive activities and phone-based research.
Fourth, teachers encouraged students to explore diverse Islamic principles from various sources. Access to digital resources broadened students’ understanding. It also empowered them to ask challenging questions and seek deeper knowledge. Teachers guided students to reliable websites and showed them how to obtain evidence from the Quran, Hadith, and different scholarly views.
Fifth, both teachers and students developed enhanced ICT skills. Teachers upgraded their abilities to guide technology use effectively. Some learned from YouTube and Facebook. Others collaborated with IT specialists and computer teachers. Students produced their own learning materials, such as infographics and video clips. This made learning more creative and enjoyable.
Sixth, the classroom became truly learner-centered. Teachers transformed from central figures to facilitators and guides. They analyzed students individually, designed effective learning activities, and assigned appropriate roles. One teacher noted that previously quiet students became proud of themselves when given the chance to shine. The classroom atmosphere became more colorful and inclusive.
Five Steps for Sustainable Professional Development
The study identified five critical steps for developing Islamic Studies teachers through Lesson Study. These steps form a framework for sustainable professional development.
Step 1: Creating Awareness of Collaboration
Teachers must first understand why collaboration matters. This requires shifting from isolated teaching methods to cooperative strategies. As one participant explained, “Islamic studies teachers must change their thinking and understanding first.” Another added that teachers need to see how learner-centered teaching aligns with Islamic values.
Step 2: Designing Joint Teaching
Teachers work together to plan lessons. This collaborative process brings diverse perspectives and collective problem-solving. One participant emphasized that joint planning is “definitely better than working alone.” Another suggested inviting teachers from other subject groups to share ideas.
Step 3: Teaching and Observing Together
Co-teaching and peer observation allow teachers to learn from each other. This practice promotes openness and continuous improvement. However, it also creates discomfort. Some teachers felt judged rather than supported, especially those with more experience. Overcoming this mindset required trust-building. One participant noted that after opening their mind, they saw observation as something that “made our teaching better.”
Step 4: Reflecting Together
Teachers and students analyze learning outcomes together. This collaborative reflection identifies successes, challenges, and areas for improvement. One participant described a transformative experience: “My experience listening to teachers reflect at first made me worried and uncomfortable because I saw many problems in my teaching. After that, I thought back and realized that if no one came to talk to me and advise me like this, I would not have seen my mistakes by myself.”
Step 5: Improving the Learning Plan Collaboratively
The final step involves regular review and improvement of teaching strategies. This continuous cycle ensures that practices remain relevant and responsive. One participant emphasized that schools should have activities where everyone brings reflection results to improve the learning plan together.
Challenges Along the Way
Despite positive outcomes, challenges emerged. Time constraints topped the list. Teachers struggled to balance planning, observation, and reflection with existing workloads. Initial resistance to peer observation also posed obstacles. Some teachers felt uncomfortable being watched by colleagues. Building trust took considerable effort.
The socio-cultural context of Islamic Studies added another layer of complexity. Traditional teaching emphasizes textual learning and memorization. The dynamic, interactive nature of Lesson Study sometimes conflicted with these norms. Teachers found it challenging to balance memorization of religious texts with the push for critical thinking. Concerns arose that focusing on interactive methods might undermine the depth of religious knowledge transmission.
Resource limitations also mattered. Some schools lacked adequate technology. Teachers needed training and support to use ICT tools effectively. Technical difficulties occasionally disrupted lessons. Consequently, systemic support from education authorities and school administrations proved essential.
What Makes This Approach Work?
Several factors contributed to the success of Lesson Study in Islamic Studies. The collaborative nature of the process created a supportive professional community. Teachers learned from each other and felt less isolated. The focus on real classroom evidence ensured that changes were grounded in practice, not theory alone.
The integration of real-life situations made learning relevant. Students connected Islamic principles to contemporary issues. This increased their interest and engagement. One teacher observed that students now wanted to study Islamic Studies more and paid closer attention.
The emphasis on diverse Islamic principles broadened students’ understanding. Access to multiple sources empowered them to ask challenging questions. This fostered critical thinking and analytical skills. Furthermore, the development of ICT skills prepared students for future academic and professional challenges.
Finally, the learner-centered focus transformed classroom dynamics. Teachers analyzed individual student needs and designed activities accordingly. This created a more inclusive environment where even quiet students felt valued. One participant noted that students who used to be quiet and calm became proud of themselves when given appropriate roles.
What This Means for Islamic Education Everywhere
The study offers lessons beyond Southern Thailand. Islamic schools worldwide face similar challenges. Teachers often possess deep religious knowledge but lack pedagogical training. Professional development programs frequently fail to connect with classroom realities. Lesson Study offers a proven alternative.
The approach respects religious content while modernizing delivery. It does not replace Islamic values with secular pedagogy. Instead, it integrates them. Teachers learn to guide students toward reliable sources, filter information critically, and apply Islamic principles to contemporary issues.
The collaborative nature of Lesson Study builds professional communities. Teachers support each other, share ideas, and solve problems together. This reduces isolation and burnout. It also creates a culture of continuous improvement that sustains over time.
The emphasis on student-centered learning prepares students for modern challenges. They develop critical thinking, problem-solving, and communication skills. They learn to use technology constructively. They connect religious teachings to real-life situations. Consequently, they become better equipped for higher education and professional careers.
Conclusion: A Model Worth Scaling
The implementation of Lesson Study and Open Approach in Southern Thailand’s Islamic schools has proven transformative. Teachers shifted from traditional, teacher-centered methods to dynamic, learner-centered approaches. Students became active participants in their education. Critical thinking, self-directed learning, and ICT integration flourished.
This study contributes a framework for sustainable professional development tailored to Islamic Studies teachers. By engaging in reflective practices through participatory action research and Lesson Study, teachers aligned Islamic values with modern educational demands. The collaborative nature of these methodologies fostered a supportive professional community.
Challenges remain. Time constraints, initial resistance to observation, and cultural tensions between traditional and modern pedagogies require ongoing attention. Systemic support from education authorities is essential. Without it, collaborative efforts may falter.
Nevertheless, the results offer hope. Islamic education can embrace innovative teaching methods without compromising religious integrity. Students can develop both deep religious knowledge and 21st-century skills. Teachers can grow professionally through collaboration and reflection. The classroom can become a vibrant space where learning thrives.
As one participant reflected, “This teaching method makes the classroom more colorful, and the students participate more in organizing the teaching.” That colorful classroom, filled with engaged students and reflective teachers, represents the future of Islamic education. The lessons from Southern Thailand light the way.
Reference: Assalihee, M.; Bakoh, N.; Boonsuk, Y.; Songmuang, J. Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand. Educ. Sci. 2024, 14, 1029. https://doi.org/10.3390/educsci14091029
