HADITH-BASED PEDAGOGY IN UPBRINGING: A FRAMEWORK FOR 21ST-CENTURY COMPETENCIES

Abstract

This study examines the pedagogical potential of hadiths in developing 21st-century competencies within the framework of moral education (“Upbringing”) in contemporary educational contexts. The modern educational paradigm emphasizes the formation of universal competencies such as critical thinking, creativity, communication, and collaboration (4C model), alongside moral responsibility and ideological resilience. The research aims to provide a theoretical and methodological foundation for integrating hadith-based axiological principles into competency-based education. A qualitative methodological approach was employed, including content analysis of selected hadiths, comparative analysis of their alignment with 21st-century competencies, and a competency-based framework focusing on cognitive, affective, and conative dimensions. The findings reveal that hadiths function as a comprehensive ethical-regulatory system that fosters analytical reasoning, creative problem-solving, communicative culture, and collaborative behavior. Furthermore, hadiths contribute to the development of media literacy, ideological immunity, civic responsibility, and psychological resilience. The study concludes that the integration of hadith-based moral principles with innovative pedagogical technologies significantly enhances holistic personality development, ensuring the formation of morally responsible, intellectually independent, and socially active individuals.