Pedagogical Transformation of Takaful Education through Teacher Development Initiatives

This study critically investigates the pedagogical and professional competence of Islamic Economics teachers in delivering takaful (Islamic insurance) education at Islamic schools in Indonesia. In the context of a growing Islamic financial industry, integrating takaful literacy into educational curricula is imperative to prepare students with relevant knowledge and ethical values aligned with Sharia principles. Despite this urgency, empirical observations suggest that teachers' competence remains inadequate, particularly in terms of content mastery and the application of innovative instructional strategies. Utilizing a qualitative-descriptive research design, this study employed a case study approach involving in-depth interviews, classroom observations, and document analysis at selected Islamic schools in Lampung Province. The findings reveal several key challenges, including limited access to professional development, inadequate clinical supervision, underutilization of digital technologies, and insufficient support for the curriculum. Nonetheless, factors such as high intrinsic motivation among teachers and increasing student interest in Islamic finance offer promising opportunities for pedagogical advancement. This study proposes an integrative strategy to enhance teacher competence, comprising continuous professional training, expert-led clinical supervision, collaborative teacher learning communities, and the systematic integration of digital learning tools. The proposed model is expected to improve the effectiveness of takaful education, thereby strengthening students’ Islamic financial literacy and contributing to the development of human capital in the Sharia economic sector.