This article examines the use of collaborative online international learning to support educator and educational leadership preparation. As part of a university partnership, the authors piloted virtual exchanges in 2021 and 2022 between university students in the United States (U.S.) and Bosnia and Herzegovina (B.H.). The pilot included 18 U.S. doctoral leadership students and 22 B.H. bachelor's, master's and doctoral students in religious pedagogy and theology. Qualitative case study methods were used to examine two COILs. The authors analyzed curricular and instructional materials, student reflections, faculty notes and correspondence and publicly available B.H. media accounts. Reported learning emphasized reflection focused on cultural attitudes, knowledge and skills; intercultural and interlinguistic awareness; intercultural team functioning and educational leadership, system and policy comparisons. Supports for and challenges to reported learning were structural, curricular and instructional in nature. Little research exists on the use of virtual exchange for educational leadership preparation. This study offers early lessons for using virtual technologies to incorporate an international and intercultural dimension into educational leadership preparation.

This article aims to elaborate on the theological, philosophical and pedagogical foundations that theoretically frame Islamic education in its various forms (formal, non-formal and informal). First, it highlights the foundations of Islamic education in the normative Islamic tradition and classical Muslim theological thought. Discussion of the philosophy and pedagogy of Islamic education focuses on its fundamental features (specific educational goals, critical/reflective, transformative, integrative, dialogical approach, etc.). Following many initiatives and in view of the needs felt for authentic and independent Islamic education across Europe, this article advocates that the theological, philosophical and pedagogical framework of Islamic education should autonomously shape Islamic educational programmes in Europe and has the potential to fit in European educational settings.

This research will look at the requirements that must be possessed by Qur'an commentators who have developed in every era. As a limitation, this research focuses on the affirmative era of interpretation (8-15 AD) and reformative era of interpretation (19 AD). The main sources of this research are four books written by commentators representing each era; two commentators from affirmative era of interpretation; Az-Zarkasyi and As-Suyuthi, and two commentators from reformative era of interpretation; Ahmad As-Syurbashi and Quraish Shihab. Using a socio-historical approach, this literature-based qualitative research concludes that there have been developments in the requirements of commentators in each era. From only to require mastering Ulumul Qur'an skills to demand of mastering a set of modern knowledge. All of this cannot be separated from the influence of historical facts on the problems and demands of the times faced by these commentators.

This article aims to highlight the core educational/upbringing processes of Islamic Religious Education in Bosnia and Herzegovina maktabs, based on the theoretical framework and qualitative research using interview methods. A short framework of the development and status of maktabs in Bosnia and Herzegovina as basic nonformal institutions of Islamic education among Muslims is provided in the introduction. The aim of the research is to examine the attitudes and experiences of muallims regarding the possibilities of realizing the fundamental areas of religious education/upbringing, and the use of approaches, methods, and forms of religious education of children in maktabs. This part of the research also aims to examine the perceptions of muallims about the importance of the principles of religious upbringing of children. The findings show that through methodical/didactical religious education work with children, it is possible to develop all areas of education and that this process runs simultaneously, building a complete personality of the child. It is also apparent that muallims respect the basic educational principles, with a note that the certain educational principles are difficult to fully implement due to numerous limitations. When it comes to educational approaches and methods, it is evident that the prevalent approach is directed towards positive transformation and the encouragement of pupils, which stimulates the internalization of universal and Islamic values.

This article aims to highlight how Islamic Religious Education in Bosnia and Herzegovina, a country of rich cultural and religious diversity, promotes and advocates intercultural values of diversity, tolerance, solidarity, peace and dialogue in the context of contribution to intercultural values in pluralistic European cultures. This article also emphasizes the growing need to raise inclusive religious and intercultural awareness. Further, this article provides a content analysis of the BH unified curriculum of confessional Islamic Religious Education (IRE), a subject that is incorporated in all state-maintained schools, as well as the analyses of intercultural values embedded in Islamic higher education programs of the Faculty of Islamic Studies at the University of Sarajevo, which prepares religious education teachers and mu’allims. The purpose of this article is also to review the practices and projects which center around the intercultural and interreligious development of teachers and students through practical experience with intercultural dialogue.