Empowering Adult Learners with Digital Skills for Da’wah Using Canva: Insights from A Case Study

Authors

  • Sazlinah Hasan
  • Shafinah Kamarudin
  • Ng Seng Beng
  • Zurina Mohd Hanapi
  • Mohd Rashidi Bujai
  • Mohd Safwan Saidin
  • Nasaruddin Abd Wahab

Keywords:

Canva, Digital Skills, Da’wah, Training, Graphic Design

Abstract

Da’wah comprises essential elements, including the messenger (da’i), content (maddah), method (thariqah), medium (washilah), and audience (mad’u), each contributing to a deeper understanding and appreciation of Islam. However, da’wah faces challenges in reaching a broader audience and engaging in discussions or addressing contemporary issues that foster a deeper understanding of Islam. In addition, social media has become a vital tool for da’wah, the practice of conveying Islamic teachings to align Muslims’ actions with Islamic principles. This study examines the impact of digital skills training, specifically the Tekno-Daie training, which uses Canva to create graphic content for da’wah activities. The content produced is shared on social media platforms such as Facebook, Instagram, and WhatsApp. The Tekno-Daie training is conducted physically and is structured into three phases: preparation, execution, and evaluation, incorporating presentations, discussions, and hands-on exercises. The survey was conducted through pre and post-tests to understand the impact of this training on the participant’s digital skills. The results show that the training significantly enhanced participants’ ability to create compelling da’wah content suited for the digital age. Similar training can provide valuable skills to adult learners in diverse settings, empowering them to contribute to effective digital da’wah.

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Published

2025-01-12

How to Cite

Hasan, S., Kamarudin, S., Beng, N. S., Hanapi, Z. M., Bujai, M. R., Saidin, M. S., & Wahab, N. A. (2025). Empowering Adult Learners with Digital Skills for Da’wah Using Canva: Insights from A Case Study. International Journal of Academic Research in Progressive Education and Development, 14(1), 224–234. Retrieved from https://ijarped.com/index.php/journal/article/view/3332