The Role of Islamic Religiosity in Shaping Islamic Work Ethic: A Systematic Review and Its Implications for Vocational and Higher Education

Imam Akbar; Anniez Rahmawati Musslifah; Faqih Purnomosidi

doi:10.63922/ijevss.v5i03.5476

Imam Akbar Department of Psychology, Universitas Sahid Surakarta, Indonesia
Anniez Rahmawati Musslifah Department of Psychology, Universitas Sahid Surakarta, Indonesia
Faqih Purnomosidi Department of Psychology, Universitas Sahid Surakarta, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5476

Keywords: Keywords: Systematic Literature Review, Islamic religiosity, Islamic work ethic, work behavior, vocational education.

Abstract

Abstract

Declining work discipline, productivity, and organizational commitment underscore the importance of strengthening the Islamic Work Ethic (IWE) among Muslim workers. Although Islamic religiosity is widely recognized as one of the primary factors shaping ethical work behavior, empirical findings regarding its relationship with the Islamic work ethic remain inconsistent across different contexts. Unlike previous studies that have generally focused on organizational settings, this study systematically synthesizes empirical evidence from both corporate and educational contexts to provide a more comprehensive understanding of the relationship between Islamic religiosity and the Islamic work ethic, along with its implications for vocational and higher education. This study employed a Systematic Literature Review (SLR) approach following PRISMA guidelines. Articles published between 2012 and 2025 were obtained from Scopus, Web of Science, ScienceDirect, ProQuest, Google Scholar, and other academic databases based on predetermined inclusion and exclusion criteria. Of the 267 articles identified, 17 empirical studies met the eligibility criteria for analysis. The synthesis results show that the majority of studies (62%) reported a positive and significant relationship between Islamic religiosity and the Islamic work ethic, while other studies found either no significant relationship or one dependent on specific contexts. This relationship was influenced by various demographic and contextual factors, such as age, gender, organizational culture, and national background. Evidence from the education sector also indicates that Islamic religiosity contributes to the formation of professional ethics and improved performance among teachers and lecturers, thereby affirming its relevance for the development of vocational and higher education. These findings suggest that strengthening Islamic religiosity has the potential to support the formation of ethical work values within educational settings, while also providing direction for future empirical research on curriculum development and character education.

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