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Scenario-Based Reflection for Integrated Early Childhood Education: A Qualitative Approach to Achieving Sustainable Development Goals (SDGs)

Sarah A. Alahmari(1), Moses Adeleke Adeoye(2),


(1) King Khalid University
(2) Al-Hikmah University
Corresponding Author

Abstract


This study examines the use of scenario-based reflection as a qualitative approach to strengthening coordination in early childhood education and achieving Sustainable Development Goal (SDG) 4 on quality education. Through semi-structured interviews and reflective scenarios involving 48 participants (educators, caregivers, and policymakers), the research explored ethical reasoning and collaborative problem-solving within service integration. Findings reveal that participants gained deeper awareness of moral responsibility and professional accountability when confronted with realistic dilemmas, such as unequal resource allocation or family-school conflicts. One educator noted, “Reflecting on justice made me rethink fairness in daily teaching decisions.” Because reflection stimulates empathy and shared ethical understanding, scenario-based learning fosters stronger intersectoral trust and responsive decision-making. The study concludes that integrating faith-informed reflection, guided by Islamic principles of amanah (trust) and adl (justice), enhances both coordination and moral integrity in early education systems aligned with SDG 4.

Keywords


Early childhood education; Ethical reflection; Islamic values; Professional development; SDG 4

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