This study aims to systematically examine the level of readiness and challenges faced by Islamic Education trainee teachers in teaching the Jawi script. Despite growing research on Jawi instruction, few studies have synthesized evidence on trainee teachers’ preparedness and instructional challenges. This study used a Systematic Literature Review (SLR) guided by the PRISMA framework to ensure a rigorous and transparent selection process. A total of 13 articles were selected from the Scopus, Web of Science, and Google Scholar databases and analyzed thematically in relation to two main research questions. The findings indicate that trainee teachers show a moderate level of readiness, especially in pedagogical competence, content knowledge, and technological integration. However, several ongoing challenges were identified, including students’ low mastery of Jawi, limited teaching resources, and negative student attitudes, which hinder effective teaching. The study emphasizes the need for more practice-oriented teacher training programs that focus on 21st-century pedagogical skills, technology integration, and innovative instructional methods. This review contributes to the existing body of knowledge by providing a focused and comprehensive synthesis of trainee teachers’ readiness and challenges in Jawi instruction, particularly within the Malaysian Islamic education context.
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