Ethical Constructs in Sustainable Technology Integration among English Student Teachers in Islamic Higher Education
DOI:
https://doi.org/10.22437/proca.v2i3.60479Keywords:
Digital Literacy, Hermeneutic Phenomenology, Islamic Values, Sustainable Education, Technology Integration EfficacyAbstract
Background: Sustainable development in education depends on how future teachers adopt technology ethically and responsibly. Objective: This study examined how Islamic values function as ethical mediators of technology integration efficacy among English student teachers in PTKIN institutions. Methods: Using a hermeneutic phenomenological design, data were collected through two rounds of in-depth interviews with seven participants (P-01 to P-07) and analyzed through an integrated lens of DigComp 2.2, TPACK, and Bandura's sources of self-efficacy. Results: The study uncovered three related themes: mentor modeling as ethical exemplarity rather than technical instruction; the active role of Islamic values (amanah, tabayyun, maslahah) as filters guiding the selection and adaptation of digital content; and an uneven transfer between personal and professional digital competence. Conclusion: Ethical reasoning, not infrastructure alone, sustains responsible technology use in faith-based teacher education, offering a locally grounded pathway toward Education for Sustainable Development.
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