GLOBAL COMPETENCE AND SOFT SKILLS INTEGRATION IN ISLAMIC RELIGIOUS EDUCATION LECTURERS: A STRATEGY FOR SUSTAINABLE EDUCATION

Abstract

This study analyzes the conceptual model, implementation practices, internalization strategies, and supporting and inhibiting factors in integrating global competence and soft skills among Islamic Religious Education (IRE/PAI) lecturers in Islamic higher education institutions within the framework of sustainable education. A qualitative field study design was employed, with data collected through observation, in-depth interviews, and documentation, and analyzed using triangulation techniques to ensure validity and depth of interpretation. Findings indicate that the conceptual model of integration is still in an early developmental stage toward a sustainable education framework. Although lecturers have begun incorporating global issues, critical discussions, digital learning tools, and collaborative learning approaches, these practices remain fragmented and heavily dependent on individual initiative rather than institutional standardization. In classroom implementation, approaches such as problem-based learning and project-based learning are used to develop critical thinking, communication, and collaboration skills; however, their application is not consistently supported by standardized assessment systems that comprehensively measure global competence and soft skills outcomes. Regarding internalization strategies, lecturers utilize role modeling (uswah hasanah), habituation, reflective learning, and contextual integration of Islamic values such as amanah, ‘adl, and tasamuh into global learning contexts. These strategies demonstrate an effort to harmonize Islamic values with 21st-century competencies, although they still require stronger systematization, particularly in affective evaluation mechanisms. Supporting factors include lecturer competence, intrinsic motivation, institutional policy support through Outcome-Based Education (OBE), and digital infrastructure. In contrast, inhibiting factors include limited understanding of global competence concepts, lack of continuous professional development, heavy administrative workloads, and the absence of standardized assessment instruments. In conclusion, the integration of global competence and soft skills in Islamic Religious Education reflects an ongoing transformation toward sustainable education. However, its effectiveness depends on stronger curriculum alignment, structured lecturer capacity building, and the development of comprehensive competency-based assessment systems to ensure coherent, measurable, and sustainable educational transformation in Islamic higher education.