The Integration of Prayer and Neuroscience in Islamic Education: A Literature Review on Cognition and Emotional Regulation

Abstract

Prayer (du'a) represents a central spiritual practice in Islam that extends beyond its theological dimensions to engage psychological and neurological mechanisms relevant to learning readiness, emotional regulation, attention, and cognitive function. This article examines the influence of prayer on cognitive and emotional processes in Islamic education from a neuroscientific perspective through a systematic literature review. Relevant scientific sources pertaining to prayer, spirituality, neuroscience, cognitive processes, emotional regulation, and Islamic education were analyzed using a descriptive-analytical approach. Findings indicate that regularly practiced, mindful prayer has the potential to contribute to psychological calm, stress management, enhanced attention, and cognitive readiness for learning. From a neuroscientific standpoint, emotionally stable conditions create an internal environment that supports attentional function, memory, and information processing. In Islamic education, prayer may be understood not only as an act of worship but also as a practice that strengthens the integration of spiritual, cognitive, and emotional dimensions in learners. The integration of prayer into Islamic education may thus constitute an approach supporting more holistic learning experiences, although causal relationships between prayer practice and changes in brain activity require further empirical investigation.