Scenario-Based Reflection for Integrated Early Childhood Education: A Qualitative Approach to Achieving Sustainable Development Goals (SDGs)
Keywords:
Early childhood education, Ethical reflection, Islamic values, Professional development, SDG 4Abstract
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.
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