Ecological Failures in Child Protection: An Islamic Educational Critique of School, Family, and Community Dynamics
DOI:
https://doi.org/10.59966/xtyb5035Keywords:
educational ecology, vulnerable children, rahmah, hifz al-nafs, Islamic educationAbstract
Purpose –Psychological vulnerability among elementary school-aged children is increasingly prominent as a serious issue within educational ecology. Various studies indicate that academic pressure, unhealthy social dynamics, and inadequate school support contribute to heightened risks of mental well-being disorders in children. This study analyzes the failure of educational ecology—encompassing schools, families, and communities—in protecting vulnerable children by integrating Bronfenbrenner's ecological systems theory with Islamic education frameworks as an ethical analytical tool.
Design/Methodology/Approach – The method employed is a systematic literature review of scientific publications, policy documents, and relevant primary and secondary Islamic educational sources.
Findings – Findings reveal that schools remain predominantly focused on academic achievement, families exhibit limited literacy in detecting child vulnerability, and communities often treat child-related issues as merely domestic concerns. By mapping ecological layers to Islamic values, the study demonstrates that microsystem failures reflect a deficit of rahmah (compassion), mesosystem fragmentation breaches the collective amanah (trust), and exo/macrosystem oversights violate the ethical objective of hifz al-nafs (preservation of life/soul).
Originality/Value –This study emphasizes the need for harmonious educational ecological relationships and proposes "ethical-legal audits" to ensure school policies prioritize child protection as a moral and pedagogical imperative. It contributes to strengthening a holistic, humanistic, and Islamically grounded educational paradigm through cross-sector collaboration.
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