Exploring the relationship of spiritual intelligence (SI) and learning and innovation skills (LIS) among undergraduate students for the 21st century education

Abstract

This study aims to explore the relationship between spiritual intelligence and learning and innovation skills in the era of 21st education, among undergraduate students in higher education. The background of this research is driven by the necessity to prepare future generations who possess not only technical skills but also the ability to navigate moral and ethical challenges in an increasingly complex society. The methodology employed is a convergent parallel mixed methods design, integrating both quantitative and qualitative approaches in a balanced manner. Quantitative data was collected through a structured survey involving 274 undergraduate Islamic education students coming from different Islamic universities, while qualitative data was obtained through semi-structured interviews with a purposively selected 5 students representing each university. The survey instruments measured the dimensions of spiritual intelligence—critical existential thinking, personal meaning making, transcendental awareness, and conscious state expansion—and learning and innovation skills—critical thinking, creativity, communication, and collaboration—ensuring a comprehensive understanding of the constructs. This methodological structure allows for robust analysis of the interplay between these two variables, and understanding of how spiritual intelligence can impact students' learning and innovation skills. The findings of study revealed a high positive predictive relationship between Spiritual Intelligence and Learning and Innovation Skills among undergraduate students, specifically Personal Meaning Making (PMM) as a key sub-dimensions of Spiritual Intelligence, found to have positively correlated on all Learning and Innovation Skills' sub-dimensions. This fundamental relationship illustrates the importance of a student's spiritual depth in developing their learning capability, critical thinking and problem solving, creativity and innovation, communication, and collaboration, a discovery consistent across studies by different genders and phases of study. Qualitatively, students perceived these concepts to be interconnected for well-rounded development, but identified significant challenges for the development of these in an integrated manner in the university context, particularly in organizational support and observed disjunctions between academics and spiritual development. Together, these findings provide vital understanding for developing holistic educational programs that enhance cognitive and spiritual growth, to manage the gaps and challenges identified and to better prepare students to deal with the complexities of modern life.