Beyond the Screen: Hybrid Pedagogical Architecture for Cultivating Spiritual Intimacy in Islamic Higher Education Nadya Els Silmy, Tohir Muntoha, Khomsinnudin
Digital transformation in Islamic religious universities often gets bogged down in technical compliance that neglects the transmission of etiquette and inner depth, thereby triggering a ^spiritual void^ in interactions between faculty and students in hybrid spaces. This study aims to deeply explore the essence of human experience within a hybrid pedagogical architecture designed to foster spiritual intimacy. Using a phenomenological approach, data were collected through in-depth interviews with faculty and students engaged in blended learning practices (physical-digital) to uncover the meaning behind their interactions beyond the confines of the screen. The research findings indicate that spiritual intimacy can still be maintained through ^ontological presence^ that transcends physical presence, where the integration of rabithah (spiritual bond) values within virtual spaces creates a warm personal closeness, rather than merely a transfer of cognitive information. These findings affirm that effective pedagogical architecture must be able to humanize technology through meditative and empathetic interaction design. A key recommendation from this study is the need for Islamic educational institutions to design hybrid curricula that incorporate elements of ^spiritual encounter^ (such as group reflection and online spiritual guidance) to ensure that the character and sanctity of knowledge are preserved in the digital age. Thus, technology is no longer a barrier but a bridge to deeper emotional and spiritual intimacy within the modern Islamic academic tradition.
Keywords: Hybrid Pedagogy, Spiritual Intimacy, Islamic Education, Digital Architecture
