ISLA’s monthly Admin Meeting offered a timely and thought-provoking discussion on how Islamic schools can prepare students for the rapidly changing world ahead, while staying firmly grounded in Islamic identity and purpose. The session featured a powerful conversation led by Kamran Khan, Board member of Granada Islamic School, followed by a presentation on MetaMosque, and a special segment with Dr. Samar Al-Majaideh focused on teaching Palestine.
This meeting served as both a reflection and a call to action: the future is arriving quickly, and Islamic schools must be intentional about how they respond.
AI and Akhira: Preparing Students for the World Ahead
Led by Kamran Khan (Granada Islamic School)
Kamran Khan opened the discussion by challenging school leaders to think beyond technology trends and instead focus on what kind of world students will inherit. With AI already transforming education, careers, and society, Islamic schools must decide how to guide students through a future where AI is embedded in nearly every aspect of life.
One statistic shared during the discussion highlighted the urgency of this shift: according to reports, 23% of job-seeking Harvard Business School (HBS) MBA graduates in 2024 were still unemployed three months after graduation, a record high that reflects how challenging the job market has become, even for elite graduates. This represents a significant rise from 10% in 2022 and 20% in 2023, reinforcing how quickly the employment landscape is evolving in the age of AI.
The group discussed that while AI may change what jobs exist, it also reshapes what skills will matter most.
The Skills AI Cannot Replace
Kamran emphasized that in the years ahead, schools must prioritize “durable human skills”, the qualities that cannot be automated or outsourced to technology. These include:
- Leadership
- Judgement
- Character
- Collaboration
While technical tools will change rapidly, these human capacities will remain essential for success in both the dunya and akhirah.
AI in Schools: Risks and Realities
Administrators reflected on how AI is already influencing student learning and classroom culture. Concerns raised included academic dishonesty, over-dependence on AI tools, and the weakening of student confidence in their own thinking and writing.
The discussion also addressed the growing need for schools to establish clear policies around AI use, particularly regarding privacy and digital safety. Students are entering personal information into online platforms, uploading work, and interacting with tools that collect data. Without guidance and boundaries, this becomes a serious concern for educators and families.
Rather than attempting to ban AI entirely, the conversation emphasized that schools should focus on responsible use, clear expectations, and student accountability.
“Tarbiyah is Not a Subject, It’s an Operating System”
One of the most powerful takeaways from the discussion was the reminder that Islamic schools are not only preparing students to navigate technology, they are also preparing students to navigate life with faith.
Tarbiyah is not something added into a schedule as a separate class; it is the foundation that should shape every part of school culture, instruction, discipline, and student development.
The discussion posed an essential question for all Islamic schools:
How do we bring tarbiyah back as a system?
As technology advances and the future becomes increasingly unpredictable, Islamic schools must remain anchored in the role they were created to serve: developing students who carry faith, responsibility, and moral clarity into whatever future awaits them.
Special Share: MetaMosque, A Free 3D Resource for Hajj & Umrah
Following the AI and Akhira discussion, participants were introduced to MetaMosque, a free virtual 3D learning platform designed to support Islamic education through immersive learning.
MetaMosque was presented as a resource that can be especially impactful during Hajj season, allowing students to explore sacred sites virtually and gain a deeper understanding of the rituals of Hajj and Umrah.
How MetaMosque Can Support Classrooms
MetaMosque offers schools a way to bring experiential learning into Islamic Studies through:
- 3D exploration of key Hajj and Umrah locations
- Interactive engagement that supports deeper understanding
- Accessibility through common devices and online platforms
- A resource teachers can use for guided instruction or independent student learning
This presentation highlighted how technology, when used ethically and intentionally, can strengthen Islamic learning rather than distract from it.
Teaching Palestine: Supporting Educators with Resources and Frameworks
The meeting also welcomed Dr. Samar Al-Majaideh, who joined to discuss the importance of equipping educators to teach Palestine in a way that is accurate, developmentally appropriate, and emotionally safe for students.
Dr. Samar emphasized that Islamic schools play a critical role in helping students understand Palestine through truth, justice, and Islamic values, while also creating space for students to process difficult realities in a supportive environment.
The discussion highlighted the importance of continued scholarly and educational collaboration, including initiatives such as “Scholars Without Borders.”
Dr. Samar shared her organization’s work through Heal Palestine, a nonprofit dedicated to supporting children impacted by crisis and conflict.
🔗 Learn more: https://www.healpalestine.org/
📩 Contact: samar@healplaestine.org
ISLA Resource: Teaching Palestine Toolkit
As part of this segment, ISLA encouraged educators to explore and share the Teaching Palestine Toolkit, designed to support Islamic schools with classroom resources, guidance, and frameworks.
🔗 Access the toolkit here:
https://theisla.org/teaching-palestine-toolkit/