Historical Traces That Tell A Story: Fostering Islamic History Literacy Among Students

Abstract

This study examines the concept of ‘storytelling historical traces’ as an innovative approach to enhancing Islamic history literacy amongst students in the digital age. The rapid development of digital technology has transformed the way students access and understand historical information, shifting learning patterns from traditional memorisation-based methods to more interactive and technology-driven experiences. However, this transformation also presents challenges, particularly the spread of historical misinformation and distorted narratives in digital spaces. This research employs a systematic literature review to analyse relevant studies on narrative-based learning, contextual teaching approaches, and the integration of digital media in Islamic history education. The findings indicate that storytelling-based historical learning can strengthen students’ historical awareness, emotional engagement, and moral internalisation by presenting historical events as meaningful narratives rather than mere chronological facts. Furthermore, the integration of contextual learning strategies, digital media and interactive technologies—such as multimedia, social media and virtual learning environments—significantly enhances students’ engagement with and understanding of Islamic history. Nevertheless, the study also highlights the importance of digital literacy and historical literacy in mitigating the risks of misinformation and historical distortion on online platforms. Overall, the combination of narrative-based learning and digital transformation offers a promising strategy for developing students’ critical thinking skills and strengthening their Islamic historical literacy in the digital age.