Prophetic Resilience Pedagogy: A Qur’anic Framework for Student Well-Being in Islamic Education

Abstract

Growing psychological pressures among young people require Islamic education to address student well-being alongside cognitive, moral, and spiritual development. Qur’anic prophetic narratives offer distinctive pedagogical resources because they portray adversity together with faith-based meaning, self-regulation, perseverance, relational support, and constructive action. This study proposes Prophetic Resilience Pedagogy (PRP) as a conceptual framework for the systematic integration of prophetic narratives into Islamic education to support students' emotional awareness, meaning-making, self-regulation, spiritual resilience, and responsible social conduct. The study employed qualitative conceptual literature research using purposive conceptual sampling of the narratives of Prophets Joseph, Moses, Job, and Muhammad (PBUH). Qur'anic passages and their interpretations were examined through qualitative content analysis and cross-narrative thematic analysis using a hybrid deductive–inductive coding strategy. The analysis identified four recurrent resilience-related patterns: cognitive-spiritual regulation, relational support, adaptive environmental response, and transformation of adversity into constructive action. These patterns were synthesized into three pedagogical processes—recognition-reflective, meaning-reconstructive, and resilience-transformative—and integrated into educational objectives, learning materials, reflective methods, educator roles, and formative assessment. PRP is positioned as a non-clinical educational framework rather than psychotherapy. Its contribution lies in providing a structured, theologically grounded model for translating Qur'anic narratives into resilience-oriented learning while maintaining clear pedagogical and professional boundaries. Empirical research is required to evaluate its feasibility and educational outcomes.