Readiness of PGMI Lecturers to Integrate the 21st-Century Curriculum into Learning at Islamic Religious Colleges Case Study of STIT Makrifatul Ilmi, South Bengkulu

Abstract

This study aims to describe the readiness of lecturers in the Primary School Teacher Education (PGMI) Study Program to integrate 21st-century curriculum into learning at Islamic Religious Higher Education Institutions (PTKI), with a case study conducted at STIT Makrifatul Ilmi Bengkulu Selatan. The 21st-century curriculum demands educators to master critical thinking, creativity, communication, collaboration, and digital literacy skills that align with the rapid development of the times. This research employs a qualitative approach with a phenomenological method to deeply understand the subjective experiences and meanings constructed by lecturers regarding the implementation of the curriculum. Data were collected through in-depth interviews, non-participant observations, and document analysis, then analyzed using thematic analysis techniques. The results reveal that most lecturers possess a good conceptual understanding of the 21st-century curriculum. However, they face various obstacles at the implementation level. The identified challenges include limited technological infrastructure, lack of professional development and training, as well as an academic culture that still tends to favor conventional teaching methods. Despite these challenges, the lecturers demonstrate high motivation and awareness of the importance of transforming learning approaches to align with the demands of the 21st century. This study recommends stronger institutional support in the form of continuous training, curriculum enhancement based on 21st-century competencies, and the provision of adequate digital learning infrastructure. Successful integration of the 21st-century curriculum is believed to be essential in producing PGMI graduates who are adaptive, innovative, and competent in facing the challenges of the global era.