Exploring the Meaning of Spiritual Teaching in Indonesian Digital Islamic Education

Abstract

Islamic education continues to evolve alongside rapid technological advancement, redefining how faith, morality, and pedagogy intersect in contemporary learning environments. Within this context, the lived experiences of Islamic educators who teach through digital platforms have become increasingly important to understand, particularly regarding how spirituality and authenticity are sustained in virtual spaces. However, previous studies have largely focused on technical or pedagogical adaptations, leaving limited insight into the subjective and spiritual dimensions of educators’ experiences. This study addresses this gap by exploring how Islamic educators construct meaning, maintain spiritual identity, and navigate moral challenges in digital teaching contexts.  Using an Interpretative Phenomenological Analysis (IPA) approach, the study employed a clearly defined qualitative design that emphasizes idiographic depth and interpretive rigor. Data were collected through in-depth semi-structured interviews with twelve Islamic educators—six male and six female—representing pesantren, public schools, private Islamic institutions, and higher education settings across three Indonesian provinces. To ensure analytic trustworthiness, the IPA procedures included systematic coding, iterative theme development, member checking, and reflexive journaling. The findings revealed five interrelated themes: spiritual intentionality, negotiation between tradition and modernity, emotional resilience, reinterpretation of religious presence, and collective reflection. Together, these themes illustrate that teaching in digital Islamic education constitutes a process of continuous spiritual reconstruction and moral adaptation rather than a mere shift in instructional medium. The results demonstrate that spirituality, when rooted in niyyah (intention) and reflective practice, transcends physical boundaries to maintain authenticity in online teaching.  These findings enrich the theoretical and practical understanding of Islamic pedagogy by highlighting the adaptability of spiritual values within digital transformation. They also suggest directions for future research and policy in developing spiritually grounded, human-centered digital education frameworks.