As the world continues to move towards digitalisation, the pursuit of faith and spirituality, particularly Islamic teachings, often seems difficult to align with modern technological advancement.
Recognising this challenge, Universiti Kuala Lumpur (UniKL) has taken a progressive step in bridging the gap between spiritual grounding and technical expertise through the introduction of its Ulul Albab programmes.
Recently, Universiti Kuala Lumpur Malaysian Institute of Information Technology (UniKL MIIT), welcomed its first cohort of Huffaz Technologists in Multimedia and Information Systems—marking a significant milestone in integrating Quranic memorisation with digital innovation.
For Suadah Abdul Razak, 25, who is currently pursuing the Professional Certificate in Information Systems, the programme offers a unique opportunity to continue her journey as a hafiza while gaining relevant skills in the technology field.
“This programme allows me to maintain my identity as a hafiza while equipping myself with professional knowledge in IT. I believe this combination is very important today, as technology plays a major role in society,” she shared.
Suadah completed her Quran memorisation journey in 2019 before furthering her studies in Indonesia, where she pursued the Alimah programme for approximately three years. There, she explored various Islamic disciplines through classical kitab studies, including tafsir, fiqh, and Arabic texts.
She later continued her academic journey in Yemen, undertaking a one-year Arabic language foundation programme to strengthen her proficiency, an essential tool for a deeper understanding of the Quran and Islamic scholarship.
As a student balancing Information Systems studies with her responsibilities as a hafiza, Suadah emphasised the importance of applying Quranic values such as honesty, responsibility, and integrity in the field of technology.
“In information systems, we deal with data and systems that can significantly impact people’s lives. Upholding values like accountability and ethical responsibility ensures that technology is used for the benefit of society rather than causing harm,” she added.
Echoing similar sentiments, Nur Aifa Najwa Mohd Zaki from Dungun, Terengganu, described her experience as part of the inaugural cohort as both meaningful and inspiring.
“Being part of the first batch is both exciting and humbling. It feels like I am helping to pave the way for future students, setting an example for integrating faith and modern technology. It is an honour to contribute to the beginning of such a meaningful programme,” she said.
She admitted that she initially anticipated challenges in balancing academic demands with spiritual commitments. However, she viewed the programme as a platform for holistic growth, both in technical competency and Quranic mastery.
“The programme connects Quranic values with information systems by encouraging ethical decision-making, integrity, and responsibility in managing data and technology solutions. It teaches us to approach problem-solving not just for efficiency, but with a mindset guided by moral and spiritual principles,” she explained.
Among her most memorable experiences has been collaborating with peers on projects that integrate Islamic values into technological solutions, such as developing applications or systems that benefit the community ethically.
“These experiences show how faith can enhance creativity and responsibility in technology,” she added.
Looking ahead, Nur Aifa aspires to build a career in information systems and technology solutions that uphold Islamic values, including developing ethical software or community-driven digital platforms.
“Ultimately, I want to combine professional excellence with spiritual integrity, contributing positively to both the tech industry and society,” she said.
Note: In line with Malaysia’s aspiration to achieve the Sustainable Development Goals (SDGs), Universiti Kuala Lumpur (UniKL) continues to strengthen and expand its efforts through various initiatives. This article particularly supports SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth) and SDG 10 (Reduced Inequalities).
