The world anticipates new breakthroughs resulting from the accelerated pace of distance learning, with an increasing reliance on modern communication technologies and the internet to provide education anytime and anywhere, gaining new knowledge spaces in what resembles a new invasion of ignorance and darkness.

The history of the development of distance learning dates back more than two hundred years, specifically in 1729, when American educator Caleb Phillips began offering weekly lessons through the Boston Gazette newspaper.

In 1874, the University of Illinois launched the first curriculum system for correspondence education. Later, the radio was used for this purpose in 1922 when the University of Pennsylvania began offering several courses via radio.

Through television, Stanford University initiated a program in 1968 to offer courses to engineering students via a television channel.

A Click Takes the Student to School and University

The interest in distance learning escalated with the emergence of the internet. In 1985, the first online postgraduate programs were broadcast.

With the dawn of the new millennium, interest in distance learning grew, and it became a major complement to school and academic education.

Statistics indicate that the e-learning market exceeded $315 billion in 2021 and is expected to reach $457.8 billion globally by 2026.

A Better Future

Distance learning will continue to evolve and transform in the future, with modern and innovative technologies providing new opportunities to improve its quality and enhance accessibility worldwide, according to Dr. Hassan Makawi, former Dean of the Faculty of Mass Communication at Cairo University. He added that distance learning managed to overcome the repercussions of epidemics, such as the coronavirus outbreak.

Dr. Makawi told Al-Mujtama that modern technologies have enabled unprecedented possibilities for interaction and communication between teachers and learners, pointing to the potential of blending direct learning with distance learning.

Free Internet Will Open More Doors of Knowledge

Dr. Makawi stressed the importance of familiarizing students with modern technologies and providing them with all possible resources, such as the internet, tablets, and devices for distance learning, to address the problem of overcrowded classrooms faced by poor countries.

However, Dr. Makawi hinted at the negative impacts of distance learning, such as students experiencing isolation and possibly disconnecting from society. He emphasized that face-to-face learning remains the best option, as it allows for instant and natural interaction without any difficulties.

Investing in Technology

Meanwhile, Abdel Hafiz Tayel, Director of the Egyptian Center for the Right to Education, believes that books remain indispensable and are the best educational tool, which cannot be replaced. Distance learning, he said, complements books and serves as an additional tool.

Tayel added that technology is a tool in the hands of students or teachers, enabling them to access information in diverse, faster, and better ways than traditional methods. Nonetheless, he noted that studies indicate that some countries focus on distance learning only at the university level, neglecting its earlier stages.

He continued by stressing the need for a robust infrastructure and strong internet connectivity to maximize the available tools, in addition to opening up information sources to students.

Distance Learning Successfully Overcame the Coronavirus Pandemic

Modern Platforms

On his part, teacher Gamal Al-Tawil, a mathematics supervisor in one of Egypt's governorates, highlighted the capacity of modern educational technologies to open new horizons capable of transforming the world’s future.

He pointed out that education evolved from traditional display devices to electronic whiteboards, smartboards, tablets, and numerous distance learning programs, which played a significant role in overcoming the challenges posed by the coronavirus pandemic.

Al-Tawil explained that there are many educational platforms available online, offering a wide variety of educational and training courses. Among them is the LMS platform, which some Arab countries have established as a comprehensive guide for students, teachers, and parents, making learning enjoyable and empowering students to visualize their lessons.

He concluded by saying: From here, we can reach the farthest point, as there are no longer barriers to learning, especially with digital transformation and the technological advancements the world is witnessing in the field of information technology.

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In our time, we mourn the unraveling of the values and virtuous behaviors that were once firmly rooted in Muslim societies. True, these societies were never angelic in conduct, nor were completely free from flaws and corruption. However, the overall prevailing norms were admirable. Wealth, honor, and lives were largely safeguarded in Islamic communities, where the authority of religion and conscience often outweighed that of laws and regulations. Traditions, often derived from the foundations of Sharia, had the authority of legal codes.

People's homes and shops were left open without locks, mosques thrived with worshippers, and endowments served the needy, addressing poverty, illness, education, marriage, and other societal needs.

This raises the question: Where are we today compared to the past?

The authority of conscience has now been sidelined, materialism has invaded our lives, and noble ethics have deteriorated alarmingly. What is the cause of this ailment? And what is the cure?

Widespread Ailments

We must highlight the ailments that have infiltrated educational institutions, invaded service sectors, and allowed bribery to spread across countless departments. Hypocrisy and immoral behaviors have become rampant.

The family unit stands on the brink of collapse. Alarming rates of spinsterhood and divorce are widespread, while the tales of abandoned and street children are distressing. I will not present statistics here, as they are readily available on official platforms for those interested.

We can, however, sorrowfully acknowledge the unraveling of the bonds of faith, which are the societal guarantees for upright conduct and indicators of a community's integrity. Scholars have dedicated works to encouraging their preservation.

When we describe this bleak reality, we are not saying that people have become completely corrupt, that evil prevails everywhere, or that there is no hope for reform. On the contrary, the cords of goodness remain intact. The seekers of Allah are countless, and the multitudes standing at the door of the Most Generous, hoping for His mercy and fearing His punishment, are still present.

Reviving Religious Sciences

The genius term “Revival of the Religious Sciences” coined by Abu Hamid Al-Ghazali (505 AH) was transformed from a concept into a behavioral program. The futile debates among different factions in study halls and research circles, which sometimes spilled into public life, led the Ummah into a maze of fruitless disputes.

Al-Ghazali sought to guide the Ummah toward aligning itself with the message of Islam, steering it away from theoretical debates on sciences that stimulate the mind but harden the heart. He aimed to integrate theoretical knowledge of worship with the practice of worship.

The science of Islamic theology became preoccupied with a mountain of quotations, analogies, and terminologies. Sheikh Muhammad Al-Ghazali described this by saying: “When you read the foundational books of Kalam (Islamic theology), you flip through long pages without finding more than sparse Ayahs or Hadiths scattered like isolated flowers in barren soil.” ⁽¹⁾

Even among scholars, disputes arose between Sufis and jurists. Dr. Mahmoud Qassem remarked that Jurisprudence and Sufism should have mingled, jurists should have embraced Sufism, and Sufis should have embraced jurisprudence. ⁽²⁾ However, the conflict revolved around status rather than a race to guide people to Allah.

Institutional and Individual Responsibilities

Transforming the course of nations takes decades or even centuries. Just as it is difficult to plunge nations into ruin overnight, it is equally challenging to restore them to the right path once they deviate from it.

The steps to restoration require multiple aspects and the involvement of various institutions—religious, economic, educational, and others. Additionally, individual efforts and initiatives to safeguard society from deviation or to bring it back to righteousness are essential. This duty is a personal obligation, as offering advice is a right every Muslim owes to their fellow Muslim. Commanding good has varying levels of responsibility, and one must fulfill at least one level according to their ability.

Steps Toward the Desired Restoration

Among the most important foundations to restore society to the right path:

First: Reinforcing the Six Pillars of Faith: The six pillars of faith have become weakened in society, starting with belief in Allah. It is essential to revive this belief so that Allah and His pleasure become greater in a person's mind than anything else. This is achieved by glorifying His symbols and being mindful of Him both in private and public. This is the essence of teaching Aqidah (Islamic creed), which aims to magnify Allah in the hearts of believers and reject whims and desires.

Next comes the other pillars: belief in the angels, who represent the perfect model of selfless creation. They wish only good for creation, do not compete for status, nor envy humans for their ranks. Despite their immense power, they do not become tyrannical, and their proximity to Allah does not lead to arrogance. They are the ones who supplicate: “Forgive those who repent and follow Your way and protect them from the punishment of Hellfire.” (Ghafir: 7) This is a model to emulate and embed in our lives as much as possible in sayings and actions.

Belief in the scriptures follows; they are the guiding lights to Allah, the fortresses against distorted thoughts, and the defenses against those corrupt truth and beautify falsehood.

Likewise, belief in the prophets, for their way is the only path to Allah. Belief in the Hereafter, considering it as both a destination and a point of departure, governs our actions and abstentions.

Belief in divine decree, both good and bad, ultimately fosters scientific thinking. This pillar seeks to mature human awareness about the significance of understanding that Allah has created everything with a measure—that is, with laws. Righteous conduct and virtuous policies, in line with these divine decrees, lead to a refined society and advanced civilization. Conversely, evil conduct and malicious policies result in societal decay and civilizational decline. ⁽³⁾ Clashing with Allah’s decrees results in misery and ruin.

Second: Reviving Education as a Moral Mission and Civilizational Project: Education is one of the most critical pillars for ensuring a return to righteousness. It is the tool for shaping minds and building awareness. Ignorant nations are vulnerable to cultural and economic penetration, transforming from active and productive entities to fragile and consuming ones.

An ignorant person does not grasp the value of things, making them akin to grazing livestock, consuming whatever comes their way. The cost of dealing with the consequences of their actions far exceeds the expense of educating them.

Society must create an environment that supports and motivates learning and innovation, instilling in individuals a love for education and a passion for knowledge. Nations that recognize education as a civilizational mission will always resist regression and defeat.

Third: Restoring the Four Pillars of Morality: Patience, Chastity, Courage, and Justice

• Patience: Leads a person to endure hardships, suppress anger, refrain from harm, and practice tolerance, gentleness, and deliberation without haste.
• Chastity: Encourages abstaining from immoral and vile acts, promotes modesty, and prevents indecency, stinginess, lying, backbiting, and gossiping.
• Courage: Fosters self-respect, noble ethics, generosity, and bravery.
• Justice: Ensures moderation in all moral traits, balancing between excess and deficiency. ⁽⁴⁾

In this way, morality becomes a fortress that guards against collapse and aids in revival and progress.

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(1) The Creed of a Muslim, by Muhammad Al-Ghazali, p. 12.
(2) Islamic Philosophy, Dr. Hamed Taher, p. 91.
(3) Objectives of Islamic Education, p. 230.
(4) Madarij As-Salikin (2/294).

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With the increasing challenges facing Arabic language education for our children, it is imperative to reconsider the curricula adopted in this field to align with children's cognitive needs and instill in them a love for the language. This is not merely an educational endeavor but a foundation for preserving our Islamic identity.

The connection between the Arabic language and the identity of the Muslim Ummah is affirmed by reality and explicitly mentioned in the Quran, as in the verse: "Indeed, We have made it an Arabic Qur'an that you might understand." (Az-Zukhruf: 3). Therefore, developing Arabic language curricula for children is a critical matter requiring in-depth study, especially amidst the rapid cultural and technological changes that make this development far beyond traditional academic requirements. It has become an urgent necessity to ensure children's ability to communicate effectively, understand their culture and religion, and secure their future—not merely to improve their education level.

Our current educational reality reveals that many existing curricula rely on traditional methods, such as memorization and repetition. While effective at certain stages, these methods do not foster critical thinking skills or deep understanding of the language. This raises a fundamental question: How can we develop curricula to better meet children's cognitive needs?

This challenge necessitates starting from the foundation: Arabic should be both a tool for understanding Islamic texts and a medium for stimulating creativity and thought. Upon reviewing current Arabic language curricula for children, we notice several issues, such as a lack of diversity aligned with modern learning methods. For example, digital applications and interactive activities are underutilized. A 2023 study by "Educause" revealed that current methods fail to provide a stimulating educational environment for children, highlighting the need to integrate technology into the learning process.

A study conducted by Dr. Hussein Ali Nasser in April 2022, involving 300 teachers in Iraq, found that teachers' understanding of children's developmental characteristics significantly influenced educational success. Thus, new curricula must include educational strategies that consider these characteristics, such as using stories and educational games that engage children.

In this context, storytelling literature emerges as an effective tool for teaching Arabic to children. It fosters linguistic and expressive skills while serving as an educational and moral vessel, especially when derived from Quranic stories or the biography of the Prophet Muhammad (peace be upon him).

Technology has also become an integral part of children's lives today. Incorporating technological tools into Arabic language curricula—such as educational applications and electronic games—can enhance learning effectiveness.

Based on recent studies, the most effective approach appears to combine traditional and modern methods in Arabic language education for children. This allows for significant benefits from technology while preserving the advantages of traditional teaching methods, particularly in fostering linguistic values and traditions. Quranic stories and prophetic hadiths play a central role in teaching children Arabic. Curricula that exclude the Quran and Sunnah often fail to build strong linguistic capabilities in children. The Prophet (peace be upon him) himself used storytelling to teach his companions, a method we should revive in our curricula.

This prophetic practice aligns with the Quranic approach mentioned in the verse: "There was certainly in their stories a lesson for those of understanding." (Yusuf: 111). The stories in the Quran are not mere tales but lessons that inspire reflection and understanding, a practice prevalent in "kuttabs" (traditional Quran schools) until recent decades.

Among the traditional methods that prevailed in "kuttabs" until the early 20th century was the oral teaching of Quran recitation and memorization. Scientifically, this has been proven as one of the most effective ways to build foundational language skills. A 2021 study by Humboldt University in Germany found that children exposed to conversations in their mother tongue learn faster than those relying solely on reading.

Educational experts recommend developing listening and speaking skills in children, a hallmark of the "kuttabs," which focused deeply on teaching Arabic through Quran memorization and religious texts. This model allows children to master classical Arabic from a young age, strengthening their language foundation and enabling them to express themselves fluently.

More importantly, children must be encouraged to use the language in daily life. Direct teaching time is limited, so schools could dedicate periods for speaking Arabic through daily activities, such as role-playing or discussing school events. These methods enhance children's ability to think in Arabic, facilitating the acquisition of other linguistic skills like reading and writing.

Furthermore, no curriculum development can succeed without focusing on teachers' roles and training. Developing education requires developing teachers and training them in modern pedagogical methods that promote critical thinking and positive interaction with students. A key point here is that teachers must fully understand that teaching Arabic is not just about transferring vocabulary or grammar rules but is an educational process encompassing cultural values and a sense of linguistic identity.

Developing curricula without a continuous evaluation mechanism means repeating past mistakes, leading to disengaging curricula. Regularly reviewing curricula based on students' results in language skill assessments must be an integral and ongoing part of development—not a seasonal effort.

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Children are often likened to blooming flowers, each one bearing different colors, unique scents, and secrets waiting to be discovered. However, for some, the blooming season passes by without anyone noticing the radiance of their colors or the depth of their fragrances.

Amid the pressures of life, many parents miss a precious opportunity to discover their children's talents and inclinations during their early years. This deprives society of promising energies that could have contributed to its advancement.

Parental recognition of their children's talents from a young age and enabling them to nurture these talents can produce distinguished individuals capable of making a significant impact on society. However, several factors might hinder this, ranging from the busyness of life to traditional views on education.

Gifted children tend to ask a lot of questions as if opening a door to explore everything.

For example, in the life of scientist Thomas Edison, his mother noticed his passion for scientific experiments and encouraged him to develop it, despite the school's inability to understand his different learning style. As a result of this support, Edison became one of the world's most prominent inventors, akin to a lamp his mother lit for his life and humanity.

The story of Albert Einstein also highlights the role of parents. Despite his communication difficulties, his parents supported him and provided a stimulating environment for innovation, resulting in his immense scientific contributions.

Such examples demonstrate the importance of parents in discovering their children's talents and how this early support can make a significant difference in their lives and society.

The characteristics of gifted children manifest at home in various ways, which parents should pay attention to. One of the most notable traits is high curiosity; a gifted child tends to ask numerous questions about the world around them, as if opening door after door to explore everything. They also possess intense focus when engaged in activities they enjoy, such as drawing or solving puzzles, making the world seem like a spotlight on these enjoyable moments.

A gifted child also stands out for their ability to solve problems creatively and their keen attention to details others might overlook. These traits are windows through which parents can identify their children's talents and genuine interests, guiding them toward constructive paths.

Raising and guiding gifted children towards what benefits the Islamic Ummah is a significant responsibility for Muslim families.

Despite the clarity of these traits at times, several factors make parents miss the chance to discover their children's talents. These include work pressures and daily life distractions, which may divert their attention from noticing subtle details in their child's behavior. Additionally, some parents have a traditional view of education, considering school sufficient to determine their child's path, whereas discovering talent requires extra effort and personal follow-up at home.

There is also a lack of awareness about how to identify talent, as not everyone has full knowledge of how to support gifted children or recognize their interests from an early age. Sometimes, parents might wish to impose their personal ambitions on the child, which can conflict with the child's genuine inclinations.

In a Muslim family, raising gifted children and guiding them towards what benefits the Islamic Ummah is a significant responsibility. Islam considers the family the basic unit in building generations. The Prophet Muhammad (peace be upon him) said, “Each of you is a shepherd, and each of you is responsible for his flock,” reflecting the necessity of comprehensive care for children, including discovering their talents and guiding them towards beneficial and fruitful fields. The Muslim family can be the primary supporter of their gifted children by promoting values of diligence and creativity and using talent to serve the community.

It is beneficial to guide children to participate in activities and training courses that may enhance their skills.

 To enable the family to play this role fully, there are several helpful factors parents can follow to discover and develop their children's talents. One of the most important is closely observing the child's behavior and noticing the activities they naturally lean towards. Parents can also continuously provide support and encouragement, especially when it comes to activities the child loves, as encouragement breeds confidence and stimulates creativity.

It is also beneficial to guide children to participate in activities and training courses that may enhance their skills and take advantage of programs supporting gifted children in schools or community institutions. Additionally, parents should seek continuous learning about how to discover and develop talent through available books and resources, which provide them with the necessary tools to offer appropriate support to their children.

Moreover, parents can adopt interactive activities at home, such as daily “creativity hour” sessions, where they allocate daily time for children to engage in activities they love, whether it's drawing, crafts, or even simple scientific experiments. Another idea is the curiosity box, where parents prepare a box containing various tools like books, puzzles, drawing tools, and experiments, allowing the child the freedom to explore it. Parents can also take children to museums and scientific exhibitions, exposing them to new fields and potentially discovering hidden interests.

Discovering talents at an early age is a step towards preparing a generation of creative and distinguished individuals.

 Finally, they can regularly sit with their children, discuss their interests, listen to their ideas, and encourage them to express them clearly. Open communication can highlight their true talents. Additionally, parents can encourage children to build and assemble models and educational toys that develop their cognitive and motor skills.

In conclusion, discovering talents at an early age is a crucial step toward preparing a generation of creative and distinguished individuals who can effectively contribute to their communities and the Islamic Ummah. Since talent is a divine blessing, parents' role is to nurture and refine it, enabling the child to benefit from it and direct it towards goodness and benefit.

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Have you sat with your child to review their lessons, only to be surprised when they briefly use their phone and return with answers to all the questions the teacher posed in class? We all experience the same astonishment with the emergence of new generations of artificial intelligence tools that are gradually replacing humans. While they bring hope, they also come with greater challenges and fears!

Artificial intelligence (AI) is a branch of computer science that focuses on solving cognitive and perceptual problems related to human capabilities at high speeds. These capabilities, where robots replace humans, include visual and auditory perception, planning, data analysis, decision-making, learning, authoring, and design. The applications of modern intelligence are astonishing in fields such as industry, medicine, education, banking, and others. Therefore, by 2030, AI is expected to add 15 trillion dollars to the global economy.

This is happening because AI operates through algorithms designed to work just like the human brain and its neural networks, providing deeper data analysis to understand relationships, known as “deep learning” (DL). From this emerged “generative intelligence” (Gen AI), which can form deeper insights beyond simple logic, extending to writing poems and creative works.

The Muslim Ummah cannot advance without genuinely embracing modern sciences and quickly joining the progress. Certainly, information and communication technologies, particularly in machinery, robotics, nanotechnology, space technology, biotechnology, and computing, all related to the information boom that has changed societies, are at the forefront of what contemporary Muslims need to be familiar with and encourage their children to learn.

How Do We Address Intellectual Property Concerns?

AI applications face a storm of concern from parents and thought leaders. Publishers wonder whether the author is giving them the essence of their thoughts or the thoughts of a robot, teachers in classrooms and nearly all institutions, from universities to research centers, and even creative arenas. And we have seen artistic exhibitions, novels, and stories prepared using modern intelligence!

Thus, parents worry whether their children will develop a tendency towards taking the easy way out, turning their role into mere drivers of AI, away from cultivating mental faculties, reading, and creativity.

Since the appearance of ChatGPT in 2022, there have been attempts to establish safeguards against cheating and fraud using these technologies. Dr. Vaughan Connolly, a visiting professor at Cambridge University, says that teachers need to educate students about academic integrity and build trust around using AI.

Interactive Learning Beyond Borders

On the other hand, AI applications have real advantages that can effectively contribute to the educational process, expanding students' imagination and immersion in studying scientific subjects (such as exploring the human body, the depths of the seas and oceans, specific historical eras, and places you have never visited, learning about it in details). They can be used in teaching all sciences and literature interactively and enjoyably.

These applications enable teachers worldwide to explain lessons engagingly, assess student performance, monitor them, encourage participation, and foster creative interaction, with broader possibilities for repeating specific parts of lessons in easier ways for those who struggle to understand.

Major countries like Japan and Australia have integrated AI into their educational curricula due to its ability to provide a richer and more enjoyable learning experience. This includes gamification, voice recognition, chatbots, virtual and augmented reality (AR), all of which align with individual learners' needs and their age stages, overcoming geographical obstacles that have long prevented students from being enrolled in education, especially in times of war, emergencies, natural disasters, and pandemics, known as “distance learning,” and providing virtual teachers for all lessons at educational stages.

The Muslim Child in the Age of Intelligence

In her study on learning for the Muslim child in the modern “society 5.0” or AI-connected era, Chissya El-Laudza, a professor at Muhammadiyah University in Indonesia, asserts that the task of parents and teachers is now more complicated. They face a generation that relies on modern learning methods far from books. Hence, the task is to integrate religious sciences, Quran memorization, knowing the lives of the prophets and companions, and the important historical events of our Ummah, along with modern worldly sciences, into an interactive system that ensures close engagement and the absorption of many contents and the practice of creativity.

But how can teachers avoid the dangers of AI? Professor David Williams, an education expert at the University of Wisconsin, says AI language is available and accessible to students for wide-ranging research and exploration. Therefore, teachers should rely on exercises that do not depend on mere definitions and summaries, which robots excel at creating, and move towards questions that measure the student's level of critical thinking and personal analysis of what they have personally read.

On the other hand, Robinson adds that teachers can make lessons more thought-provoking and encourage students to think about the chatbot's responses themselves – whether they align with our values and ideas, especially in religion and values. Students should learn how to use this inevitable tool – whether we like it or not – in ways that benefit our world, such as predicting dangers that threaten the homeland. They should also understand the techniques of handling smart chats, how to craft the best search phrases, and develop them to get the best answers, and how to use those results for tangible benefits in life.

Our role as a Muslim community is to educate a generation equipped with contemporary technologies, without neglecting the ethical and purposeful background of using these tools, enabling the new generation to lead the AI train towards building their societies, creatively solving their era's problems, conducting simulations to avoid potential dangers, and most importantly, feeding Western AI algorithms to prevent biased results against Arabs and Islam, and confronting their technologically armed enemies (Israel uses smart weapons against innocent people in Gaza and Lebanon).

We can also use this world to correct stereotypes about Islam and Muslims, create effective virtual communication between young Muslims around the world, benefit in translating the Quran into new languages, seek documented contemporary fatwas, and form an active Muslim public opinion that transcends borders.

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