BETWEEN SCREEN AND SCRIPT: QUR’ANIC PERSPECTIVES ON HANDWRITING IN THE DIGITAL AGE

Omar Ramadhan Omukaba, Dr. Yusuf Muchelule Muchelule, Sephillah Wafula Mulongo

Abstract


In the current educational environment, rapid digitalization, mobile computing, online learning platforms, and artificial intelligence tools are reshaping how students read, write, store information, and engage with academic content. This paper examines the continuing relevance of handwriting within Muslim higher education, with particular attention to the School of Sharia and Islamic Studies at Umma University. The study investigates students’ perceptions of handwriting, the extent of digital dependency in their academic practices, and the educational and spiritual significance of writing from a Qur’anic perspective. A qualitative case study design was adopted, supported by questionnaires, semi-structured interviews, observation, and document review involving students and lecturers. The findings indicate that although students widely recognize the value of handwriting, current learning practices are increasingly dominated by smartphones, laptops, downloaded notes, and AI-assisted academic support tools. The study further shows that regular handwriting remains strongly associated with improved concentration, memory retention, comprehension, reflective thinking, and stronger engagement with scholarly material. The paper concludes that the current challenge is not whether technology should be used, but how institutions can maintain a balanced literacy model in which digital innovation complements rather than displaces reflective handwriting practices.

Keywords: Handwriting, Digital Dependency, Reflective Learning, Islamic Education, Literacy, Technology


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References


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