GEN Z BRAIN ROT: IMPLICATIONS FOR DIGITAL DA’WAH COMMUNICATION PRACTICES

2026-08-08T23:25:37+00:00

This study investigates the emerging digital phenomenon of brain rot characterised by cognitive saturation, reduced attention spans, and sensory overload resulting from hyper consumption of low value, algorithm driven short form video content and critically analyses its implications for Islamic proselytisation da’wah communication strategies aimed at Generation Z in the digital era. A qualitative virtual ethnographic design was employed, combining thematic visual analysis of 120 trending short-form Islamic videos on TikTok and Instagram Reels with semi-structured, in-depth interviews across 25 Gen Z Muslim social media users and 10 digital Islamic communicators (dai) in Indonesia. Findings reveal that traditional, monologue style, and lengthy da’wah delivery fails to engage Gen Z audiences impacted by digital brain rot. To maintain communicative efficacy, digital da’wah must transition towards agile micro da’wah frameworks incorporating rapidvisual hooks, contextual storytelling, micro summaries, and interactive engagement without compromising core theological integrity or ethical depth. The empirical scope is focused on urban Indonesian Gen Z social media users; future longitudinal and comparative studies across regional, cultural, and cross-platform demographics are recommended. The paper provides an actionable strategic framework for religious educators, digital preachers, and Islamic media institutions to construct cognitively adapted, ethically balanced, and engaging religious messages for digital natives. This study offers a novel theoretical intersection between digital cognitive decay concepts brain rot and contemporary Islamic communication theory, establishing a new conceptual basis for religious outreach in algorithmically mediated environments.

Reconsidering English Tense Models: A Corpus Approach to EFL Teaching

2026-08-09T19:07:18+00:00

This study stems from the confusion that occurs in EFL (English as a Foreign Language) students in learning the division and practice of English tenses in the classroom. The study aims to trace the historical and theoretical development of tense system models in English and evaluate their accuracy and relevance in the context of EFL learning. Through library research and corpus-based analysis, this article reviews the commonly taught 12- and 16-tense models, as well as the minimalist two-tense model proposed in formal linguistics. The findings indicate that the 12- and 16-tense models, although popular in the classroom, often mix aspect and modality, leading to conceptual confusion. Thus, the two-tense model is more in line with linguistic theory and actual usage but less pedagogically elaborates. Therefore, this study proposes a new learning model that integrates corpus-based tense frequency with current linguistic theory as a more accurate and applicable framework for EFL teaching.

JEET, Journal of English Education and Technology

GEN Z BRAIN ROT: IMPLICATIONS FOR DIGITAL DA’WAH COMMUNICATION PRACTICES

Reconsidering English Tense Models: A Corpus Approach to EFL Teaching