Levels of Islamic Studies Teachers' Implementation of Deep Learning-Oriented Teaching Practices in Intermediate Schools

Abstract

This study examines how Islamic Studies teachers in intermediate schools across Saudi Arabia utilize teaching practices that promote deep learning. Using a validated observation checklist and quantitative analysis, it explores four key deep learning domains: understanding and clarification, interpretation and reasoning, practice and application, and evaluation and creativity. Results show that while teachers moderately implement practices relating to understanding and clarification, their application of higher-order strategies, especially in evaluation, creativity, and real-world use, is limited. Importantly, no significant differences are found in most deep learning practices based on teachers' experience, except in evaluation and creativity, which are more common among those with over 21 years of experience. These findings point to indicate the need for targeted professional development, curriculum updates to integrate deep learning, and improved school resources. The study recommends using the teaching practices checklist, enhancing teacher training, and conducting further research on the impact of deep learning training programs in other educational levels. Overall, the findings provide empirical insights into deep learning in faith-based education and suggest practical policy and practice improvements.

Received: 09 August 2025 / Accepted: 20 October 2025 / Published: 05 November 2025