Humanizing teacher education for madrasah contexts: a curriculum model integrating ethical reflection on socio-scientific issues

In response to global challenges, such as humanitarian crises, technological disruption and socio-cultural fragmentation, teacher education must move beyond the traditional transmission of pedagogical content. This study introduces the humanizing curriculum model, which integrates ethical reflection on socio-scientific issues (SSI) into instructional practice to cultivate responsibility, moral judgment and critical thinking among pre-service madrasah teachers. Developed through an Educational Design Research (EDR) approach, the model was piloted with 120 pre-service madrasah teachers from three study programs within a faculty of Tarbiyah and teacher training in Surabaya, Indonesia. Data were collected through focus group discussions, expert validation and formative evaluations. The model comprises four instructional phases: issue exposure, ethical dialogue, individual reflection and action-oriented response. Mixed-method analysis confirmed the model’s validity, practicality and effectiveness. The results demonstrate enhanced ethical sensitivity and responsible action, particularly among pre-service teachers preparing for madrasah contexts (Islamic schools in Indonesia that integrate religious and general education). These findings highlight the critical role of embedding humanistic and ethical principles in teacher education and affirm ethical reflection grounded in the internalization of religious values as a foundation for transformative pedagogy in effectively addressing the complex demands of 21st-century education.