Sufism-Based Conflict Management in Islamic Educational Environments

Holid Batsal; Su'ud Intan; Khoifaturrahman

Authors

Holid Batsal Institut Agama Islam At-Taqwa Bondowoso Author
Su'ud Intan Institut Agama Islam At-Taqwa Bondowoso Author
Khoifaturrahman Institut Agama Islam At-Taqwa Bondowoso Author

Keywords:

Conflict Management, Islamic education, Sufism

Abstract

Islamic educational institutions frequently experience conflicts involving teachers, students, administrators, and organizational structures, yet prevailing approaches remain largely administrative and technical, without integrating the spiritual values central to their identity. This study addresses the lack of a comprehensive framework that connects conflict management, Sufism, and Islamic education by examining how Sufi principles may inform and enrich conflict-resolution practices. The research aims to identify relevant scholarly literature from the past 10–15 years, classify conflict-management approaches within Islamic educational settings, explore Sufi values such as sabr, ikhlas, tawadhu’, tasamuh, muhasabah, and tazkiyatun nafs, formulate Sufi-based conflict-management principles, develop a theoretical model linking spirituality and organizational behavior, and provide practical recommendations for educational leaders. Using a Systematic Literature Review (SLR), the study analyzes primary and secondary sources from academic journals, books, and scientific publications. Data were collected through structured search protocols, inclusion–exclusion criteria, quality appraisal, and content analysis. The findings reveal that Sufi virtues directly correspond to emotional, relational, and behavioral factors underlying conflicts in Islamic educational institutions. The synthesis demonstrates that Sufism offers a practical spiritual-organizational approach capable of addressing interpersonal tensions and strengthening institutional harmony. The study concludes that integrating Sufi values into conflict-management frameworks can enhance organizational coherence while reinforcing the ethical mission of Islamic education. It further argues that Sufism is not merely a theological tradition but a resource for transformative leadership, emotional regulation, and value-based governance. Limitations of the review open pathways for future empirical and interdisciplinary research.

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