Islamic Ethical Decision-Making in Children: A Social Learning Theory Perspective on Navigating Moral Dilemmas

Abstract

This study examines the process of Islamic ethical decision-making in children, framed through the lens of Social Learning Theory. The research aims to explore how social influences such as parental modeling, teacher modeling, peer influence, and media exposure affect children’s ability to navigate moral dilemmas in alignment with Islamic values. Utilizing a quantitative, descriptive-correlational research design, the study involved 150 Muslim children aged 10 to 15 years from Dhaka and Gazipur, Bangladesh. Data were collected through a structured questionnaire assessing social influences and responses to vignette-based moral dilemmas. Descriptive statistics and Pearson’s correlation analysis revealed that parental and teacher modeling significantly positively influenced ethical decision-making, while peer influence and media exposure showed a weaker, negative impact. The findings suggest that while Islamic values guide children’s moral decisions, external social factors—particularly peer and media influences—can challenge the internalization of these values. This study highlights the importance of consistent role models in the moral development of children and provides practical implications for enhancing Islamic moral education in the face of contemporary societal challenges. Future research could further explore interventions that promote consistent moral modeling and the long-term effects of various social influences on ethical decision-making.