Virtue Ethics and Meaning-Making in Shia Islamic Philosophy of Education: Implications for Teacher Professional Development

Abstract

In the 21st century, teacher education faces profound challenges driven by rapid technological transformation, globalization, and the growing need for value-based pedagogy. This study introduces a Shia-informed conceptual framework that integrates virtue ethics, meaning-making, and Islamic educational philosophy to enhance teacher professional development in diverse cultural contexts. Using a systematic literature review, the research draws upon both Western philosophical traditions—including Aristotle’s concept of eudaimonia and MacIntyre’s virtue ethics—and Shia epistemological principles such as Tawhid (Divine Unity), Wilayah (spiritual guardianship), and Imamate (knowledge-based leadership).

The proposed framework positions teachers as reflective moral agents, capable of aligning ethical virtues, spiritual growth, and professional competencies. It emphasizes the role of identity formation, value-based education, and innovation in shaping teacher practices for contemporary classrooms. By integrating spirituality, moral character, and meaning-making into teacher-training programs, the model responds to critical educational needs in the 21st century, while offering a globally adaptable paradigm that bridges Islamic and secular perspectives on education.