CHALLENGES OF TEACHING AQIDAH IN THE TIKTOK GENERATION: A CONCEPTUAL ANALYSIS

Author: Malaysia

Abstract

This conceptual paper examines the multifaceted challenges confronting educators tasked with teaching Aqidah (Islamic creed) to a generation deeply immersed in TikTok and similar short-form video platforms. Drawing upon Media Ecology Theory, Cognitive Load Theory, and constructivist learning paradigms, the paper identifies and analyses eight critical pedagogical challenges: (1) attention fragmentation and the erosion of contemplative learning; (2) algorithmic exposure to deviant theological content and pseudo-religious authorities; (3) the displacement of textual scholarly authority (ulama) by visual influencer culture; (4) parasocial relationships with online religious content creators; (5) echo-chamber effects on theological worldview formation; (6) identity instability complicating aqidah internalisation; (7) the dominance of visual-experiential epistemology over rational-textual proof (dalil ʿaqli wa naqli); and (8) the crisis of teacher authority in physical classroom settings. The paper proposes an integrated conceptual framework that synthesises digital literacy, contemplative pedagogy, and traditional uṣūl al-dīn methodology to address these challenges. Implications for Islamic Studies curriculum design, teacher professional development, and institutional policy at higher education institutions in Malaysia and the broader Muslim world are discussed.