Religious Literacy as a Spiritual Form of Wellbeingness in Islamic Educational Settings in Indonesia

This chapter explores the concept of religious literacy as a framework to support wellbeing within Islamic educational settings in Indonesia. It emphasises the significance of student wellbeing in educational environments, particularly where Islamic education holds a prominent role. The chapter poses three critical questions: the reasons behind the rising global interest in wellbeing, the meaning of wellbeing within Islamic educational contexts, and the connection between wellbeing and religious literacy. Using Indonesia as a case study, the authors illustrate how educational institutions have increasingly focused on student wellbeing from an Islamic perspective. This focus is essential for fostering positive relationships and a supportive educational ecosystem, which is pivotal for student wellbeing. The authors argue that promoting wellbeing, intertwined with religious literacy, is essential in addressing secular challenges and fostering holistic development. Drawing on the concept of tarbiya, which emphasises the nurturing of mind, body, and soul, the chapter highlights the importance of understanding wellbeing through Islamic teachings and its integration into educational practices to enhance students’ overall development. To provide a global context, the chapter also delves into the global interest in wellbeing, citing examples from countries like the UAE and New Zealand, where wellbeing has been integrated into national policies and educational frameworks. In Indonesia, the focus on religious literacy plays a crucial role in maintaining social cohesion in a diverse society. Moreover, the chapter argues for a comprehensive approach that includes understanding wellbeing as an experience within Islamic educational settings, promoting religious literacy, and fostering an academic and spiritual environment where students can thrive. It concludes by advocating for an interconnected strategy that addresses wellbeing and religious literacy as foundational elements for successful learning and personal growth in Islamic educational contexts. This will work against becoming ‘the donkey who carries the books, oblivious to their meaning, transporting without understanding (The Quran, Sura: 62, Verse: 5).