BEYOND ACADEMIC ACHIEVEMENT: AN ISLAMIC WELL-BEING EDUCATION FRAMEWORK FOR HUMAN FLOURISHING AND SUSTAINABLE LEARNING

Abstract

This study examines the need to transform contemporary Islamic education from an academic achievement-oriented paradigm toward a holistic educational model that promotes human flourishing and sustainable learning. Using a qualitative library research approach through an integrative literature review and conceptual analysis, the study synthesizes Islamic educational philosophy, contemporary well-being theories, and recent scholarship on sustainable education. The findings indicate that Islamic education encompasses comprehensive dimensions of well-being, including spiritual, intellectual, psychological, social, ethical, and ecological development, which extend beyond conventional measures of academic success. Based on these findings, the study proposes the Islamic Well-Being Education Framework (IWEF), an integrative model that aligns Islamic educational values with holistic learning outcomes to foster resilience, lifelong learning, meaningful engagement, and sustainable human development. The framework contributes to contemporary Islamic educational discourse by repositioning educational success as the cultivation of balanced individuals who achieve both personal well-being and social responsibility. It also offers practical implications for curriculum innovation, pedagogical transformation, and educational policy aimed at preparing learners for the complex challenges of the twenty-first century.