Policy-Making in the Teaching–Learning Process for Realizing Good Governance in Light of Imamiyyah Jurisprudence

Abstract

The teaching–learning process is an interactive engagement in which the teacher and the learner collaborate to effectively transmit cognitive concepts or knowledge, ensuring optimal learning outcomes. In this context, both the educator and the learner must adhere to educational–pedagogical principles. The teaching–learning process plays a significant role in shaping society and the political system within a framework of elevated governance. As individuals’ knowledge and understanding of the foundational principles and concepts underlying good governance increase—particularly those related to Imamiyyah jurisprudence—their ability to identify and analyze political and social issues also improves. To enhance the effectiveness of the educational process under the guidance of elevated governance, it is essential to formulate specific strategies and policies. The primary aim of this study is to develop policy-making mechanisms directed at the teaching–learning process to realize good governance through the lens of Imamiyyah jurisprudence. The research follows a descriptive–analytical methodology and is based on library resources. In order to derive relevant results and provide informed responses to the research questions, the study involves a comprehensive review and extraction of information from various books, academic journals, databases, and jurisprudential sources related to the topic. The findings delineate the indicators of good governance in a political system into two categories: negative and positive. The negative indicators include the quality of laws and regulations, political stability and absence of violence, and control of corruption. The positive indicators comprise the rule of law, freedom of expression and accountability, and government effectiveness and efficiency. The findings also reveal that there is a statistically significant difference in the perspectives of faculty members—based on demographic variables such as academic discipline, teaching experience, and academic rank—regarding the impact of globalization on the dimensions of the teaching–learning process.