A study of teacher educators in the context of a critical approach to teaching and learning in an Indonesian university

This study examines how a critical approach to teaching and learning is understood and enacted by teacher educators within an Islamic university in Indonesia. Drawing on curriculum analysis, classroom observations, interviews, and a focus group discussion, the research reveals that educators navigate the intersections of national policy, Islamic ethical values, and global educational discourses. Although institutional, sociopolitical, and linguistic constraints limit practice, teacher educators exercise creativity and agency in adapting critical pedagogy to local realities. The study offers a contextual framework for realising a critical approach in multilingual, faith-based higher education settings, highlighting its ethical and transformative potential.