Training Preachers in a Changing Society: A Socio-Educational Evaluation of Muhammadiyah Universities
Keywords:
Islamic Preacher Training, Muhammadiyah Universities, Socio-Educational Evaluation, Digital Literacy, Higher EducationAbstract
The transformation of contemporary socio-religious landscapes, driven by digitalization and shifting patterns of religious engagement, poses significant challenges to the effectiveness of Islamic preacher training within higher education institutions. Traditional models of preacher formation, while strong in theological grounding, are increasingly required to address new demands related to communication, adaptability, and digital competence. This study aims to evaluate the effectiveness of preacher training in Muhammadiyah universities in Indonesia from a socio-educational perspective, focusing on the alignment between institutional capacity and contemporary competency requirements. A mixed-methods design was employed, combining a quantitative survey of 412 students across five Muhammadiyah universities with qualitative interviews involving 21 lecturers, administrators, and student preachers. Quantitative data were analyzed using structural equation modeling (SEM), while qualitative data were examined through thematic analysis to provide contextual depth. The findings indicate that institutional support significantly contributes to the development of communication skills, critical thinking, and societal engagement, with strong performance in theological knowledge. However, digital literacy emerges as the weakest competency, reflecting structural limitations in adapting to technologically mediated environments. These findings highlight a critical gap between traditional educational models and evolving societal demands, emphasizing the need for integrated and transformative pedagogical approaches. The study contributes to the discourse on faith-based higher education by demonstrating the importance of aligning theological depth with digital and social competencies. It offers practical implications for curriculum reform, institutional innovation, and the future development of Islamic preacher education in rapidly changing contexts.
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