A Competency-Based Curriculum Framework for Qur'anic Recitation Education: The TAJDID-Q Model Integrating Talaqqi, Mastery Learning, and Ethical Digital Technology

Abstract

Qur'anic recitation education must preserve the authority of oral transmission while responding to learners with different entry levels, limited access to individual correction, and increasing dependence on digital environments. This conceptual study develops the TAJDID-Q competency-based curriculum framework from an integrative review of 37 purposively retained sources. Selection involved staged relevance screening, duplicate and alternate-version reconciliation, metadata checking, and a non-numerical appraisal of each source's evidentiary role. The corpus comprised 24 studies on Qur'anic education and related technologies, nine works on educational theory and review methodology, three international guidance documents, and one national policy document. Analysis across learning outcomes, content, pedagogy, assessment, technology, teacher competence, inclusion, and governance identified six recurring gaps: fragmented outcomes, theory-heavy coverage, uniform progression, episodic assessment, uneven teacher competence, and tool-centred innovation. Unlike method-specific or application-specific proposals, TAJDID-Q integrates epistemic authority, competency progression, authentic assessment, teacher development, inclusion, digital governance, and quality assurance within one curriculum architecture. The model comprises seven interdependent components, four developmental layers, and a six-phase instructional cycle of diagnosis, demonstration, discrimination, practice, tashih, and transfer. Technology is limited to representation, practice, preliminary screening, feedback, and evidence management under qualified human oversight. Six testable propositions are advanced to guide validation. Because the framework has not yet undergone expert validation or field testing, no claim of effectiveness is made. Future work should include Delphi validation, multi-site piloting, assessor-calibration studies, and fairness testing of automated tools.