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Some crucial questions have been raised in recent decades about the true Islamic education: its aim, underlying philosophy and assumptions, value system and the most serious question is how to integrate the dualistic and contradictory systems of education in order to solve the problem of dualism or bifurcation faced by the Ummah in this present day. Some Muslim scholars suggest that the pre-requisites of being excellent in this world and the hereafter is to go back to al-Quran and al- Sunnah. Unfortunately, the views of the Islamic scholars on Islamic education have been neglected due to domination of western elements and modern ideas. Therefore, it is a great need for us to examine the previous Muslim philosophers’ views and contributions. For the purpose of discussing Muslim philosopher’s view of education, Ibn Sina’s concepts and ideas concerning education which was derived from some philosophical and epistemological domains has been analysed. An extensive documentary analysis was made for this purpose, while previous literatures of Ibnu Sina’s were referred to. A ‘biographical’ works were made which refers to a work that draws on whatever materials are available to Ibnu Sina’s to represent an account of his life and achievements. Narrative analysis is used to elicit results and a comparative analysis of this philosopher with Western thinker such as Aristotle and John Dewey was also ensued. It is hoped that, this would explain Ibn Sina’s genuineness in developing knowledge in accordance with al-Quran and al- Sunnah and his contribution to the contemporary educational system.

This article provides an overview of related literature covering the wide range of issues pertaining to the problems and coping strategies in general from the Islamic worldview. There are many integrative methods and means provided in the Islamic authentic sources of the Holy Qur'an, Sunnah and the Islamic heritage as well as the modern methods. The novel aspect of this article is that apart from drawing theoretical conclusion from the existing work of coping mechanism, it is to integrate the Islamic principle pertaining to helping others in a way to address obvious inadequacies in the existing services offered to the Muslims. Therefore, it is appropriate to unearth the influence of Islamic belief and practices on man's relationship with Allah and his relationship with mankind, on his ways of coping with the challenges and problems in his daily lives. From a review of literature, faith or belief influences the way individuals view and relate to God; and how religion in general is used to cope with difficult life circumstances. Besides that, the collaborative religious coping strategies balance an individual's own efforts for managing stress with seeking help and support from others. Therefore, coping strategies of Muslims are

The aim of this study was to develop a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia. The research methodology comprised three phases: (i) training need assessment using survey method, (ii) module design and development and (iii) module evaluation using an experimental design. First, the Multicultural Counselling Competency Survey-Malaysian Counsellor Edition questionnaire was used to collect data from 116 professional counsellors from various work settings. The results clearly indicated the need for continuous professional development training to enhance counsellors’ multicultural counselling competency. The development of the training module adopted Sidek’s model, a Malaysian-based framework for module development. The developed training module was then evaluated for its effectiveness through analysing its content validity and reliability. Results revealed that the training module scored high content validity value of 77.2% (0.77) and satisfactory reliability level (alpha Cronbach’s coefficient value of 0.75). The overall findings of the present research imply that the continuous professional development training module is necessary for enhancing multicultural counselling competency of Malaysian professional counsellors.

This article attempted to investigate the significance of the Islamic and Asian Civilization Course (TITAS) according to the point of view of non-Muslim students to form a harmonious view towards Islam besides forming and cultivating racial unity in Malaysia. This study was also conducted with expectations that TITAS will be the impetus to create moral awareness amongst non-Muslim students towards Islam and Muslims other than giving ideas that multiracial is assimilable through TITAS. This matter was aligned with the objective of the Islamic Civilization study for non-Muslim students and the goals of TITAS introduced in 1983. This study was conducted using a quantitative approach involving 203 non-Muslim students from Universiti Pendidikan Sultan Idris as the study sample. The mean was 3.81 which depicts a high-level achievement of the goals and objectives of TITAS. This showed that TITAS was able and managed to predispose moral awareness amongst non-Muslim students towards Islam and Muslims. It is also proposed that TITAS continues to be maintained as the mainstream syllabus beyond the pre-university level.