Digital Comics in Islamic Education: A Survey of Design and Pedagogy

Abstract

The use of digital comic books is becoming popular in conveying educational content because of the integration of stories and illustrations. In digital comics, Islamic values and teachings may be adapted to a more contemporary and flexible form. Three such gaps are identified as follows. First, an absence of a comprehensive framework that combines the Islamic pedagogical concepts and multimedia learning theory. Second, a lack of standardization in design methodologies within the Islamic educational framework. Third and finally, the inadequate appraisal of the spiritual and ethical dimensions of learning. This literature review intends to fill these gaps by examining and synthesizing the findings of ten published studies undertaken between 2019 and 2025 that focused on the design and pedagogy of Islamic digital comics. Analysis of 10 studies (2019-2025) reveals consistent design and pedagogical patterns. 80% of the studies reviewed used the systematic instructional design models (ADDIE, 4-D, R&D) and used narrative coherence and storytelling structures. 70% used design emphasis of visuals and interfaces, 90% intentionally embedded Islamic values, and 70% of the studies had embedded interactivity through multiple forms of media. All the studies reviewed had foundations of development based on known learning theories, and of the total, 90% combined cognitive and affective learning theories with the learning of morals and character. Although the incorporation of Islamic values may be extensive, it may not be theoretically sound. Most research (90%) is descriptive or developmental in nature, which leads to little if any ability to make assertions about the effectiveness of the research. This review provides an important overview of the current research and highlights the Islamic pedagogical elements that exist in each of the studies.