Purpose The emergence of the Halal food market as one of the largest consumer food markets has encouraged firms to implement Halal food certification. However, the theoretical gap in Halal studies and the unequal focus of Halal food certification research prove the deficiency of theoretical development and understanding. Hence, this paper aims to ascertain the theoretical background of Halal food certificate implementation. Design/methodology/approach The paper reviews and synthesises literature focusing on Halal certification, food certification and the Institutional Theory factors that could potentially explain the impetus of Halal food certificate implementation. Findings The Institutional Theory offers a suitable explanation that grounds the motivation to implement Halal food certification. The highly institutionalised Halal industry comprising government regulations, Muslim demands for Halal foods and intense industry competition instigate Halal food certificate implementation. Three propositions are presented and a conceptual model is developed. Research limitations/implications The notions of this paper are based on the institutional perspective, i.e. the external motivation factors. An alternative view on a management theory that explains the internal motivation factors would provide a more comprehensive interpretation of reasons to implement Halal food certification. Nevertheless, the Institutional Theory offers strong understandings behind the motivation to implement Halal food certification. Practical implications Discussions and propositions from this paper could contribute to theory formation that is unique to Halal or Muslim food certification. This paper could also provide a sense of direction for researchers in mapping out future research undertakings. Originality/value The paper presents a valuable understanding of the dynamic of the Institutional Theory in the field of Halal food certification. It is the first attempt that considers the institutional isomorphism of government decree, consumer demand and inter-firm competition as motivation factors of Halal food certificate implementation.

Currently, the existence of Tahfiz institution or Maahad Tahfiz in the Malaysian

Abstract. This paper reports on the results of an exploratory factor analysis procedure applied on the e-learning readiness data obtained from a survey of four hundred and seventy-five (N = 475) teachers from secondary schools in Nablus, Palestine. The data were collected using a 23-item, self-developed Likert questionnaire measuring e-learning readiness based on Chapnick's conception of the construct. Principal axis factoring (PAF) with Promax rotation applied on the data extracted four distinct factors supporting four of Chapnick's e-learning readiness dimensions, namely technological, psychological, infrastructure, and equipment readiness. Together these four dimensions explained 56% of the variance. A reliability analysis produced high internal consistency estimates ranging between .81 (equipment readiness) and .91 (technological readiness) for the extracted factor structure. These findings provide sound empirical support for the construct validity of the items and for the existence of these four factors that measure e-learning readiness.

Food is necessary for human's survival. Human beings become more health-conscious in consuming foods and drinks. This is

Based on the Digital Civility Index (DCI), Indonesian internet users have the lowest Digital Civilization Index in Southeast Asia. This phenomenon is evident from the rise of fake news or hoaxes, hate speech, cyberbullying, discrimination, and even fraud. Modernization has also made people's lifestyles more consumptive. Indonesia is also a religious country with the largest Muslim population in the world. Indonesia is ready to face the coming era of what is known as the era of society 5.0. This article analyzes the public perception of urban society in Semarang city of the importance of religious education in their lives and how it is used as an aspect of curriculum development in the era of society 5.0. This research is qualitative research using a method of phenomenology. Data was collected from interviews, observations, and documentation. The results of this study indicate that contextualization of the Islamic religious education curriculum is needed to suit the needs of society in the era of society 5.0. Islamic religious education teaches students the physical dimension (shari'a) and the spiritual dimension (essential) so that Islamic religious education can foster spirituality for urban Muslim communities as a basis for values in everyday behaviour. Islamic religious education must instil the importance of monotheism and ethics in utilizing technology. The era of society 5.0 makes humans the centre (anthropocentric), while Islamic religious education instils the value that God is the centre (theocentric).