Anon Dwi Saputro, Hengki Wijaya

An Analysis of Online Learning Method Design for Theological Education in the Digital Age: A Systematic Literature Review Approach

Introduction

An analysis of online learning method design for theological education in the digital age: a systematic literature review approach. Analyze online learning design for theological education in the digital age via an SLR. Discover trends, challenges, strategies, and digital pedagogy to guide future curriculum innovation.

Abstract

This study aims to analyse the development and design of an online curriculum for theological education in the digital era through a Systematic Literature Review (SLR) approach. Data was collected using Publish or Perish 8 software from Google Scholar, with the keywords “theological education in the digital era” and “online curriculum design” within the publication range of 2014 to 2024. From the initial 200 pieces of literature identified, a rigorous screening process was conducted based on title, abstract, and keywords, resulting in 23 relevant articles. Next, a thorough analysis of the full content of the articles was conducted based on predetermined inclusion and exclusion criteria, resulting in the selection of 11 articles suitable for further study. The results revealed various trends, challenges, and strategies in the development of online curriculum for theological education, including the integration of digital pedagogy, contextual theological frameworks, and learner-centred learning models. This study provides an integrated understanding of how theological education institutions are responding to digital transformation and provides a basis for future curriculum innovation.

Review

This systematic literature review addresses a highly pertinent and timely topic: the design of online learning methods for theological education in the digital age. The study's aim to analyze the development and design of online curricula using an SLR approach is commendable, as it promises a rigorous synthesis of existing knowledge in a field undergoing rapid transformation. Given the increasing reliance on digital platforms for educational delivery, particularly in specialized fields like theology, a comprehensive understanding of current trends, challenges, and strategies is invaluable for both academics and practitioners. The methodology employed, leveraging Publish or Perish 8 for Google Scholar searches within a 2014-2024 timeframe, demonstrates a systematic approach to data collection. The progression from an initial 200 identified pieces to 23 relevant articles and finally to 11 articles for in-depth analysis suggests a meticulous screening process based on title, abstract, keywords, and explicit inclusion/exclusion criteria. The abstract indicates that the findings encompass diverse trends, challenges, and strategies, highlighting the integration of digital pedagogy, contextual theological frameworks, and learner-centred models. These findings offer a structured overview of how theological institutions are adapting to the digital landscape. While the study offers a valuable integrated understanding of the field, a potential area for further reflection, especially in the full paper, might be the relatively small number of articles (11) selected for final analysis over a ten-year period. This might prompt consideration of whether the search strategy, keyword combinations, or choice of a single database, albeit a broad one like Google Scholar, might have inadvertently limited the scope. Nevertheless, the study successfully provides a crucial baseline for understanding the current state of online theological education, offering a strong foundation for future curriculum innovation and guiding institutions in developing effective and contextually relevant digital learning experiences. This work is significant for advancing pedagogical discussions within theological studies.

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