Current Issue
Vol. 5 No. 2 (2025)
In this issue, Volume 5 No. 2 (2025), all of the published articles were authored/co-authored by 37 authors from 16 institutions across 4 countries: Universiti Utara Malaysia (Malaysia), International Islamic University Malaysia (Malaysia), International Islamic University of Islamabad (Pakistan), Universitas Al-Azhar (Egypt), Universitas Islam Negeri Sultan Maulana Hasanuddin Banten (Indonesia), Universitas Islam Negeri Sunan Kalijaga Yogyakarta (Indonesia), Sekolah Tinggi Agama Islam Al-Bahjah Cirebon (Indonesia), Universitas Islam Negeri Raden Intan Lampung (Indonesia), Universitas Islam Nahdlatul Ulama Jepara (Indonesia), Universitas Islam Negeri Fatmawati Sukarno Bengkulu (Indonesia), Universitas Islam Negeri Raden Mas Said Surakarta (Indonesia), Universitas Terbuka (Indonesia), Universitas Ahmad Dahlan (Indonesia), Sekolah Tinggi Agama Islam Masjid Syuhada Yogyakarta (Indonesia), Universitas Al-Amien Prenduan (Indonesia), and Universitas Islam Negeri Maulana Malik Ibrahim Malang (Indonesia).
Published:
2025-11-26
Articles
| Title | Heutagogia: Journal of Islamic Education |
| Short title | HJIE |
| Business Model | Open Access |
| Frequency | 2 issues per year (June & December) |
| Type of Review | Peer Review |
| DOI | 10.14421/hjie |
| Online ISSN | 2798-3579 |
| Print ISSN | 2809-7769 |
| Editors | Editorial Team |
| Publisher | Forum Komunikasi Mahasiswa Pascasarjana (FKMPs) The Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia |
| Organized by | Faculty of Tarbiyah and Education, Univeristas Islam Negeri Sunan Kalijaga Yogyakarta |
| Citation Analysis | Scopus | Dimensions | Google Scholar | SINTA Accredited 4 |
| Metrics | Visitor Statistics |
HEUTAGOGIA: Journal of Islamic Education is a peer-reviewed journal that promotes critical and scholarly engagement with Islamic education through multidisciplinary perspectives. It focuses on progressive and inclusive educational thought and practice in both formal and non-formal settings. The journal emphasizes self-directed learning, reflective inquiry, and social transformation in Muslim societies. Core areas include philosophy and policy of Islamic education, gender and social justice, science integration, indigenous knowledge, curriculum and innovation, leadership, faith-based schooling models, and peace-oriented education. It welcomes global submissions employing qualitative, quantitative, or mixed-method approaches that address contemporary educational challenges.
