Multi-civilizational dialogue in the era of digital transformation and its applications in some educational institutions "A Fundamental study from the perspective of Islamic education"

The study aimed to address multi-civilizational dialogue in the era of digital transformation and its educational applications in an authentic way from the perspective of Islamic education. The study used fundamentalist and descriptive methods. It was composed of a general framework that included its introduction, problem, questions, objectives, significance, methodology, previous studies and its relationship to the current study, and then four cores. The first core presented the Islamic founding of multi-civilizational dialogue. The second core identified the most prominent etiquettes and controls for multi-civilizational dialogue in accordance with its Islamic founding. The third core discussed the moral and scientific foundations of multi-civilizational dialogue in accordance with its Islamic founding. The fourth core revealed the most prominent applications of multi-civilizational dialogue in accordance with the Islamic educational vision education in some educational institutions. Among the most prominent findings of the study were the following: Positive dialogue with others is an integral part of Islamic culture and a fundamental value of the true religion. Dialogue of civilizations in Islamic culture stems from the principle of acknowledging cultural diversity, linguistic and intellectual pluralism, and not making comparisons between people in terms of Color, sex, origin, species, or tribe. Dialogue is classified into several types according to the goal around which this dialogue revolves. It also differs according to the topic around which the dialogue process revolves, as follows: rhetorical or devotional dialogue, descriptive dialogue, narrative dialogue, and dialectical dialogue to prove the argument. The most prominent rules and etiquette of multi-civilizational dialogue are numerous in accordance with the Islamic educational vision, the most prominent of which are the following: mastery of the topic of dialogue, wisdom in dialogue and interaction, commitment to good words and avoiding the approach of sarcasm, commitment to the topic of dialogue, gradualism with the dissenter in stating the truth, and returning to the agreed-upon principles, gentleness in dialogue, patience, etiquette of good listening, appreciating and respecting the opponent, focusing on points of agreement and starting from them to decide points of disagreement, avoiding obscenity in speech, and staying away from reprehensible debate. Multi-civilizational dialogue is built on a value-based and scientific basis. Some general educational applications for multi-civilizational dialogue were extracted in accordance with the Islamic educational vision and were as follows: recognizing and respecting the other, accepting the other, activating the dialogue of scientific cooperation between all segments of society, regulating the relationship with non-Muslims, activating the dialogue of rapprochement and coexistence. Some targeted applications were also extracted for the following educational institutions (family - educational institutions - mosque - and the media).