Modelling The Prophet's Psychological Utilization of Instructional Materials with Computer Science Technologies

e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola MODELLING THE PROPHET’S PSYCHOLOGICAL UTILIZATION OF INSTRUCTIONAL MATERIALS WITH COMPUTER SCIENCE TECHNOLOGIES Zahraddeen Sufyanu1, Adamu Zakiyu Ubale2, Shamsuddeen M. Abubakar1, Tajuddeen Mohammed3, Nura Muhammad Baba4, Saheed Bolaji Suleiman4 1Department of Computer Science, Federal University Dutse, Jigawa State, Nigeria 2National Board for Arabic and Islamic Studies (NBAIS) Nigeria Kano Zonal Office 3Department of Psychology and Counselling, Jigawa State College of Education and Legal Studies Ringim 4Department of Software Engineering, Baba-Ahmed University Kano, Kano State, Nigeria Corresponding email: [email protected]m (Received: 9 April, 2025; Accepted: 20 August 2025; Published on-line: 7 November, 2025) Abstract The utilization of instructional materials in teaching-learning processes enhances learner engagement and understanding. Learners who lack exposure to these materials tend to become bored and record only limited comprehension. The application of instructional materials in teaching Islamic studies is not new, the Prophet Muhammad (May peace be upon him) employed this approach. This study analyzed the hadiths of the Prophet Muhammad (May peace be upon him) from the book of Riyadh al-Salihin by Imam al-Nawawy, focusing on the hadiths in which instructional materials were used. The study also explored computer models that enhance the utilization of these materials. Multimedia tools are recommended in modern technology, including Artificial intelligence, Virtual Reality, among others. A qualitative content analysis revealed ten hadiths where the Prophet used body limbs as instructional materials. The Prophet's use of instructional materials was psychologically motivated, aiming to influence the thoughts, feelings, and behaviors of his companions. This finding highlights the significance of instructional materials in Islamic education, demonstrating that this approach is not a recent development, but rather a timeless teaching strategy. Using appropriate computing tools can assist learners to grasp mental representation, which support information processing; and hence, support Islamic education. Keywords: Instructional material, Computer modes, Prophet Muhammad, Teaching-learning, Media in education © AUN Journals 1. Introduction The teaching-learning process is a cornerstone of human progress, and it enables the transfer of experiences, knowledge, and values from one generation to the next. At the heart of this process lies the strategic use of instructional materials which play a pivotal role in facilitating effective learning. Research has consistently shown that instructional materials can significantly enhance learning efficiency and effectiveness, as they serve as a vital guide for teachers and ensure coverage of essential competencies (Djono, 2013; Mustapha et al., 2022). The significance of instructional materials is not a recent phenomenon; historical records indicate that ancient civilizations, such as the Egyptians, leveraged visual aids like hieroglyphics to convey complex information (World Encyclopaedia, 2001). Building on this e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola legacy, modern education has witnessed the emergence of innovative instructional materials, including computer modelling. The integration of computer modelling in education has revolutionized the teaching-learning process with its multitude of benefits. By harnessing interactive affordances through computer models, learners can engage with complex concepts in an immersive, interactive environment. This not only enhances visualization but also fosters improved understanding, retention, and recall (Jane, 2020). Furthermore, computer modelling promotes increased engagement, motivation, and collaboration among learners, while providing personalized real-time feedback and assessment. In addition to its pedagogical benefits, computer modelling offers a range of practical advantages. It can be accessed remotely, and it incorporates assistive technologies to support diverse learners (Hrashchenkoet al., 2024). Moreover, it reduces costs and increases efficiency, which makes it an attractive solution for modern education. As educators and policymakers seek innovative ways to enhance teaching and learning, computer modelling has emerged as a vital tool in the instructional arsenal. Similarly, the Prophet Muhammad (May peace be upon him) utilized instructional materials in his teachings, as evident in various hadiths. The utilization of instructional materials by the Prophet Muhammad (May peace be upon him) is significant, as it demonstrates the importance of using visual aids and other materials to enhance learning. Despite the long history of instructional materials, there is a common assumption that their use in Islamic education is a recent development. This study will analyze the hadiths to identify the instructional materials used by the Prophet Muhammad (May peace be upon him) and explore their psychological significance. However, the study will find the computer modelling that will help to enhance the utilization of these instructional materials in the modern age. The study was only restricted on the Book of Riyadh al-Salihin, and does not involve any other Islamic book of Hadith. The book contains 1,896 hadiths. Approximately, 680 of them (from chapter 1 to chapter 99) were reviewed which is more than one-third of the total. From this subset, we identified the hadiths where the prophet used instructional materials and analyzed accordingly. Therefore, the study was limited on hadiths from chapter 1 to chapter 99 which entails 680 hadiths. It does not involve other hadiths from 681 to 1,896. 1.2 Research Objective The research objectives of this study are to: i. explore and analyze the hadith of the prophet in which instructional materials were demonstrated by the prophet Muhammad (May peace be upon him) in his teachings and communication methods; and ii. To find the computer modelling that will help to enhance the utilization of these instructional materials in the modern age. e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola 1.3 Significance of the Study The findings of the study are handy for researchers and educationists in understanding the theological foundation to instructional materials as the prophet Muhammad used them in some of his instructions. The significance of this study also lies in its potential to contribute to the development of effective teaching methods in Islamic education. By examining the utilization of instructional materials by the Prophet Muhammad (May peace be upon him), this study can provide insights into the design and delivery of instructional materials that are consistent with Islamic values and principles, especially in this modern time. This study holds profound significance as it promotes the utilization of cutting-age computing tools that revolutionize the learning experience in the digital age. The integration of innovative technologies in education has far-reaching implications especially in transforming the way educators teach and learners learn. The research also strengthens the commitment of Islamic studies teachers, and enhances their relationship with students towards learning achievement of Islamic studies. Finally, the study adds value to the body of literature in the field of Islamic studies. 2. Literature Review 2.1Historical Development of Instructional Materials The historical development of instructional materials according to Marghit (2020) could be divided into three stages, as examined below: (i) First Stage This is the ancient and religious archaeological stage. Human effort to utilize instructional materials is traceable to the dawn of history, and the emergence of civilizations. Archaeological and modern anthropological studies reveal that the emergence of human effort to utilize instructional materials as tools for instructions between man and others has its beginnings since the Phoenician, pharaonic, Semitic, Aramaic, Roman, and Greek civilizations. Theologically however, the emergence of utilization of instructional materials could be traced back to Adam (peace be upon him), although western studies often provide us with some historical facts from Archaeological material discoveries, ignoring the divine messages and the role of the prophets and messengers, and methods they used in passing their messages. For example, an observer of divine messages, and through the Holy Qur’an, would find clear references to the use of some instructional materials at the hand of the messengers (peace be upon them). They use them to pass information and revelations to people. Thus their revelations indicate that the use of instructional materials appeared in their hands prior to the ancient civilizations mentioned above. To demonstrate this, here are some citations as examples from the noble Qur’an. The Almighty Allah is saying news about Musa (peace be upon him): And we ordained for Moses in the tablets all manner of admonition, and e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola instruction concerning all things, and said to him: hold to these, with all your strength, and bid your people to follow them in accord with their best understanding, I shall soon show you the habitation of the wicked” (Surat alaraf: 145). Similarly, the story of Prophet ʿĪsā (peace be upon him) and his people shows how he used parables and examples to aid their understanding. Through this method of teaching, he became well known among his people as a teacher and guide. (ii) Second Stage This is Islamic civilization stage. In this stage, Muslims have used some instructional materials in their teachings and study of various sciences, taking drawing insights from advantage of the divine approach in the Qur’an and Sunnah, to impart knowledge to students. Some of them were the first to invent new methods that pioneered the development of science and scholars. For example, Al-Hassan bin Al-Haytham used the inductive scientific method in his study of optics. This method was realized when he presented to his disciples in the bowl of ablution at the courtyard of the mosque. He demonstrated the theory of optical refraction to his students using a simple yet practical experiment: by placing a wooden stick in a bowl of water in the mosque courtyard, he illustrated how light bends when it passes through different media, which allowed his learners to grasp the concept through direct sensory observation. Similarly, the renowned geographer and astronomer Al-Idrisi crafted a silver globe to represent the sphericity of the earth, which he later presented as a gift to the King of Sicily. Many other scholars followed in this tradition, using instructional materials to enhance learning. Among them is Ibn Jama‘ah, who incorporated pictures and drawings in his teaching. Also, Ibn Khaldūn is known for his educational philosophy, and Ibn Sahnūn was an early advocate of structured pedagogy. These examples clearly demonstrate the development of educational thought and practice that characterized the Islamic civilization over the centuries. (iii) Third Stage This is the stage of modern and contemporary renaissance. The renaissance witnessed a sudden change and a qualitative leap of people’s lives in general and science in particular. Many historians trace the beginning of this stage to the French Revolution, which played a significant role in scientific development. Another pivotal factor was the translation of the intellectual heritage of Arab Muslim scholars into Latin, which facilitated the transfer of knowledge to Europe. Additionally, the emergence of printing press by Johann Gutenberg in 1457 marked a revolutionary turning point in the dissemination of knowledge. The introduction of mechanical devices and machines in the printing of books, drawings and maps, advanced the transmission of knowledge through educational methods. e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola 2.2 Studies on the Book of Riyadh as-Salihin Different studies were conducted on the book of Riyadh al-Salihin in different domains and spheres. Muhammad (2018) conducted a study that examined types of parallel structure and their meanings in prophet’s hadith in Riyadh al-Salihin. Content analysis of qualitative approach was utilized in carrying out the study. The researcher tries to clarify the interaction between grammatical and lexical meaning, the importance of syntactic positioning of parallel structures of sentences, and their combination to produce the semantic meaning of parallelism. However, Zakiy (2017) conducted a study on the title The Characters in the Text of Hadith in the Book of Riyadh Al-Salihin. The researcher investigated how the characters appear in the hadiths, and the underlying moral values. Content analysis was used in the study. The findings revealed six characters with two moral values from the book (Riyadh asSalihin). Another study was conducted by Fatihunnada (2021) which aimed to discover spiritual educational values from the Hadiths of Riyadh al-salihin. The study interrogated some of the Hadiths included in the chapter of renunciation (zuhd) from Riyadh al-salihin, and highlighted their educational implications from both the spiritual and moral perspectives. Through library-based research, the study presented the forty Hadith of al-Nawawi, analyzed their educational principles, and classified them according to spiritual and ethical dimensions. The findings indicated these Hadiths enjoy acceptance and widespread popularity among both elites and general public, as they contain teachings that form part of the foundations of Islam. Moreover, Fauziyya (2021) conducted another research which focused on the collection of Hadiths related to issues of faith (Iman) from Riyadh al-salihin. The Hadiths were arranged according to the study topics. The researcher employed the inductive method, and divided the study into several sections, concluding with recommendations. The study highlighted that Iman is among the most important matters of creed over. This is because many differences have emanated from it, especially the earliest disputes within the Muslim community. Therefore, Muslims must give proper attention to the issues and matters associated with Iman. The research also provided a definition of the reality of Iman, explained its branches, clarified that Iman includes both the deeds of the heart and the deeds of the limbs, and addressed issues related to increased and decreased Iman. Furthermore, it presented the methodology of the pious predecessors regarding the concept of exception (Istithna) in Iman. The researcher simplified issues related to Iman, and implied their importance for happiness, psychological comfort, and ultimate success in the hereafter. The present study differs from the afore-reviewed studies as it is concentrates on revealing the utilization of instructional materials in teaching Islamic studies. It is specifically aimed to explore and analyze the hadiths of the prophet (May peace be upon him) wherein he deployed instructional materials as his teaching and communication methods. The study also explores computer modelling that will enhance the utilization of the instructional materials in the modern age. e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola 3. Conceptual Framework 3.1 Concept of Islamic Studies/Education The term “Islamic studies” is the umbrella term for the broader concept “Islamic education”—a concept that enables one to prepare himself for the last day that automatically begins after death. It entails the training of the body, mind and soul through enriching them with both compulsory and recommended knowledge (First World Conference on Muslim Education, 1977). It is the process through which a person is given a training and preparation on how to adequately worship the Almighty Allah so as to enjoy in the hereafter (Raoudhatul Firdausi & Muhammad, 2013). Some writers claimed that Islamic Education does not ever inculcate independent thinking. Conversely, Sobhi (2012) rejected their claims by elaborating the Islamic philosophical idea on education. He indicated its role in encouraging a critical thinking and personal independence, such as encouraging ability (ijtihad), thinking (tafakkur) and the search for knowledge. The basic aim of the Islamic Studies/education is to enrich a Muslim with the necessary information on how to worship the Almighty Allah as this guarantees an honorable life here and hereafter (Raoudhatul Firdausi & Muhammad, 2013). Thus, Islamic education is a comprehensive and unique way of life which is fundamentally provided to suit the divine purpose and fundamental goals for human existence. 3.2 Concept of Instructional Material Instructional materials are materials of visual, audio and audio-visual categories that help to make concepts, abstracts and ideas concrete in the teaching/learning process (Fafunwa, 1974). According to Olawale (2013), instructional materials include materials used in facilitating learning for better results. They are referred as any device used in assisting the instructor in lesson preparations, and teaching in ways that facilitate students’ learning of the subject matter (Uzuegbuet al., 2013). The teacher uses instructional materials to supplement his teaching (Adeniyi, 2001). Alani (2018) denotes that instructional materials are aids designed to enrich the teaching and learning processes; hence, they contribute to better learning. Adesolaet al., (2022) defined instructional materials as any animate materials or inanimate objects as well as human and non-human resources that a teacher may use in teaching and learning situations to facilitate desired learning outcomes. According to Matazu (2022), instructional materials play an essential part in the teaching-learning processes, among which are as follows: improving students’ memory levels, Making the teaching-learning process easier, Increasing the rate of assimilation of students, serving as instruments for teachers to utilize in correcting incorrect impressions, illustrating Ideas that students cannot easily forget, Assisting in giving the body of knowledge under debate a sense of actuality, Personalizing teaching and stimulates teachers’ inventiveness, and allowing students and teachers to participate in concrete learning activities that develop the concept of Self-evaluation. Therefore, whatever provides guidance, supplement as well as extra support to help students e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola comprehend, and understand concepts or new information is an instructional material. The material can be a human, including the instructor himself who might use some parts of his body limbs as a supplement of instruction. It can also be inhuman such as objects and other instructional facilities. 4. Research Methodology The researcher utilized qualitative approach for the study. The approach is concerned with the production and analysis of texts, such as field notes, books, journals, transcript from interviews and other analytical materials (Flick, 2009). Content analysis of qualitative approach was employed for the data analysis. It is a systematic research method for analyzing textual information in a standardized way that allows evaluators to make inferences about that information. The data was collected from the book of Riyadh al-Salihin and analyzed in tabular form. Furthermore, this study delved into computer modelling, encompassing multimedia and other forms of modelling, to explore its potential in utilizing the identified instructional materials employed by Prophet Muhammad (May peace be upon him). This investigated how computer modelling can facilitate a deeper understanding and effective implementation of the identified instructional materials. 4.1 Data Source The source of information for this research work is strictly on the book of Riyadh al-Salihin by Imam al-Nawawy. The focus is on the investigation of instructional materials used in the hadiths. 4.2 Sample Size and Sampling Technique Only the hadiths that shows reference to the use of instructional materials are selected. 4.3 Method of Data Analysis Qualitative approach is used as means of analysis and comparison of texts from hadiths of the prophet (SAW). The Hadiths that Recorded the Prophet’s Use of Instructional Materials The following are hadiths that account for the Prophet’s utilization of instructional materials in the course of instruction as well as his communication methods. It is presented in tabular form that indicates the number of hadith in the Riyadh As-Salihin, as well as the chapter that records each hadith. HADITH 1 e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola Hadith Text The instructional material used in the Hadith Jabir said, "While the Messenger of Allah, may Allah bless him and grant him peace, was delivering an address, his eyes would become red, he would raise his voice and he would become very angry until he was like someone admonishing an army. He would say, "(Guard yourselves against attack) in the morning and the evening.' He would say, 'I have been sent at a time when I and the Last Hour are like these two,' and he joined together his index finger and middle finger.' He would say, 'Following on from that: the best speech is the Book of Allah. The best guidance is the guidance of Muhammad, may Allah bless him and grant him peace. The worst of matters are the new ones, and every innovation is misguidance.' Then he would say, 'I am more entitled to every believer than his own self. Whoever leaves property, it is for his family. Whoever leaves a debt or family, it is for me and on me." … He joined together his index finger and middle finger. In this context, the prophet used his two fingers (index and middle) to indicate the closeness of last hours, and to make his statement more precise. Here, the two fingers were used as supplement (instructional material) to make the instruction clearer and understandable. The companions’ attention by this demonstration will be re-invited to the content (central idea) intended to be learned. Traditionally, the two fingers are used to show how little, tiny or close something is. This analogy is common in almost every language across the world. Reference from the book (Riyadh asSalihin): The Book of Miscellany: Chapter 18 (The Prohibition Against Innovations And New Matters), Hadith number 170. HADITH 2 Hadith Text The instructional material used in the Hadith Umm al-Mu'minin, Umm al-Hakim ZaynabbintJahsh reported that once the Prophet may Allah bless him and grant him peace, became upset and said, "There is no god but Allah. Woe to the Arabs from an evil which is drawing near! An opening has been made in the wall of Ya'ajuj and Ma'juj like this," and he made a circle with his thumb and forefinger. I said, "O Messenger of Allah, will we be destroyed … And he made a circle with his thumb and forefinger; In this hadith, the Prophet created the instructional material by making circle with his two fingers (thumb and forefinger) to indicate how little the opening has been made in the wall of Ya’ajuj and Ma’ajuj. He practically demonstrated it for the companions, to ensure the instruction was clear and comprehensible. Using circle in the hadith is regarded as supplement to support the teaching and learning e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola when the righteous are among us?" He said, "Yes, if there is a lot of wickedness." process. Reference from the book (Riyadh asSalihin):: The Book of Miscellany: Chapter 23 (commanding the right and forbidding the wrong), Hadith number 189. HADITH 3 Hadith Text The instructional material used in the Hadith Hudhayfaibn al-Yaman said, "The Messenger of Allah, may Allah bless him and grant him peace, related two hadiths to us. I have seen one of them come about and am still waiting for the other. He related to us that trustworthiness had descended into the hearts of men. Then the Qur'an descended and they knew it from the Qur'an and they knew it from the Sunna. Then he related that trustworthiness would be removed, and he said, 'A man will go to sleep and trustworthiness will be taken from his heart and its trace will remain like a small mark. Then he will go to sleep and trustworthiness will be taken from his heart and its trace will remain like a weal, as when an ember rolls onto his foot and it blisters up and you see it raised up with nothing in it.' Then he took some pebbles and rolled them onto his foot. 'And people will continue to trade but practically no one will fulfill his trust, to such a point that it will be said, "There is a trustworthy man among the Banu so-and- … Then he took some pebbles and rolled them onto his foot. In this hadith, the prophet told his companions that trustworthiness would be taken from heart of people and its trace would remain like weal as when an ember rolls onto the foot, and it blisters up and rises up while there is nothing in it. Here, to make the instruction more understandable, the prophet (May peace be upon him) took some pebbles (small stones) and rolled them onto his foot to demonstrate his companions exactly what he meant by his instructions. With his demonstration, the companions would have more precise understanding. In this hadith, the instructional materials are pebbles and foot of the prophet Muhammad (May peace be upon him). They were used here to supplement the teaching and learning process. e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola machines that can perform tasks that typically require human intelligence, such as learning, reasoning, problem solving and language understanding (Russell & Norving, 2020). Through AI program, AI-Powered avatars can be used. It is digital characters that use artificial intelligence (AI) to interact with humans in a realistic and engaging way. They can be used in various applications, including education. In this context, it can be used to demonstrate the prophet’s gesture and provide explanations, such as circling with his thumb and forefinger to indicate how little the opening has been made in the wall of Ya’ajuj and Ma’ajuj, or pointing to the chest to indicate that god-fearing is in the chest, and many other forms of instructional material used by the prophet Muhammad (may peace be upon him). The avatar can be integrated into a virtual learning environment. III. Virtual Reality (VR) Method Virtual reality is a computer-generated simulation of a three-dimensional environment that can be experienced and interacted with in a seemingly real or physical way. It provides an immersive experience, shutting out the physical world and transporting the user to a new environment (Hu-Au, 2017). With VR, users can be prompted to mimic the prophet’s gesture using VR controllers. This interactive element helps learners develop a deeper understanding of the gesture and its meaning. The use of virtual reality can be highly engaging and interactive, and can help Muslim children stay focused and retain information better. It also enables them develop a deeper understanding of Islamic concepts and values by making them more relatable and accessible. In this context, it can be designed to promote the instructional materials used by the prophet (may peace be upon him). From the forgoing, enhancing Islamic Education with Computer Modelling involves utilizing technology to facilitate the use of instructional materials, such as gestures and simulations, employed by the Prophet Muhammad (peace be upon him). This can be achieved through three key approaches: simulating the Prophet's teaching methods using 3D animated modelling to recreate gestures and visualize complex Islamic concepts, leveraging Artificial Intelligence (AI) to create AI-powered avatars that demonstrate the Prophet's gestures and provide explanations, and utilizing Virtual Reality (VR) to provide an immersive experience, which allows learners to interact with simulations of the Prophet's gestures and develop a deeper understanding of their meaning. 6. Results and Discussion It has been previously emphasized that instructional materials encompass anything that teachers/instructors use to supplement their teachings, and make the learning process easy. Notably, this study discovered that such materials can include the use of human body parts or e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola other physical objects, depending on the nature of the topic, the learning situation, and the availability of instructional aids. It has now become evident that Prophet Muhammad (peace be upon him) employed various instructional materials in his teaching and guidance to enhance learning. Primarily, he utilized parts of his body, particularly his hands, as instructional tools (see Hadith Nos. 1, 2, 4, 5, 6, 7, and 8). This was due to their constant availability, as his teachings often occurred spontaneously, whether at home or elsewhere, and whether he was prepared or unprepared. Thus, his body limbs can be considered among the most frequently used instructional materials in his delivery of Islamic education. In addition, other hadiths provide evidence of his use of external materials. In Hadith No. 3, for instance, he used pebbles, rolling them with his foot to illustrate a concept. In Hadith No. 9, he employed the carcass of a deformed sheep for demonstrative teaching, and in Hadith No. 10, he drew lines on the ground to illustrate his point and simplify understanding. These findings align with Olawale (2013), who defined instructional materials as anything used by a teacher during instruction to facilitate learning and achieve better outcomes. Such materials are not limited to objects, visuals, audio, or technological innovations; they extend to the teacher’s own body when used intentionally to aid instruction. In this context, the teacher himself can serve as an instructional material if he uses his body effectively to reinforce understanding and simplify learning. As revealed in this study, the Prophet (peace be upon him) often used his own body, particularly his hands, as a supplementary instructional aide to draw the attention of his companions to the core idea of his teachings. This psychological use of instructional materials served several purposes: i. Capturing attention: To engage the companions and focus their minds on the lesson. ii. Conveying complex ideas: To use gestures, visual aids, and other available materials to simplify abstract concepts and make them more comprehensible. iii. Reinforcing learning: To strengthen understanding, promote retention, and enhance recall of key teachings. The study further suggests that modern technologies such as simulation, artificial intelligence (AI), and virtual reality (VR) can be leveraged to enhance the use of instructional materials as modeled by Prophet Muhammad (peace be upon him). These technologies can enrich Islamic education by increasing learner engagement, enabling personalized learning, providing access to rare or sensitive materials, and improving comprehension and retention of complex Islamic concepts. However, challenges such as ensuring authenticity and accuracy of content, maintaining cultural and religious sensitivity, and ensuring accessibility and equity for all learners must be carefully addressed. Overall, these technologies hold great potential to e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola revolutionize Islamic education, provided their implementation is both effective and respectful. The study’s findings also underscore the importance of understanding the historical context in which instructional materials were used. During the time of Prophet Muhammad (peace be upon him), available materials included stones, flat bones, leaves, and tree bark (Tijani, 2007; Ahmad, 2013; Yusuf, 2013). These served as primitive tools for preserving and transmitting information. Following the Prophet’s demise, advancements in writing materials facilitated the compilation of the Qur’an during the Khulafāʾu Rāshidūn era (Bidmos, 2008). These historical developments demonstrate the evolving nature of instructional materials and their crucial role in facilitating learning. Furthermore, the findings revealed that Prophet Muhammad (peace be upon him) employed a variety of pedagogical methods, including storytelling, illustration, and demonstration. These methods align closely with modern educational principles and reflect the Prophet’s innovative and learner-centered approach to teaching. In addition, the study highlights the significance of utilizing available resources as instructional materials. The Prophet (peace be upon him) used his body, pebbles, and other accessible objects to communicate complex ideas and reinforce learning. This approach underscores the importance of resourcefulness and adaptability in teaching, and provides historical support for the findings of this study. 7. Conclusion and Recommendation 7.1 Conclusion The aim of this study was to find out the utilization of instructional materials by the prophet Muhammad (May peace be upon him) in his instruction. The study discovered that the Prophet Muhammad (May peace be upon him) employed various instructional materials to facilitate learning and enhance understanding. Most notably, he frequently used his own body parts, particularly his hands, as instructional aids due to their constant availability and the spontaneous nature of his teachings, which occurred at various times and in diverse settings. The Prophet’s psychological use of these instructional materials served several pedagogical purposes, including capturing attention, conveying complex ideas, and reinforcing learning. Furthermore, the study suggests that modern technologies such as simulation, artificial intelligence (AI), and virtual reality (VR) can be applied to enhance and extend the instructional approaches exemplified by the Prophet Muhammad (peace be upon him). By incorporating such tools, educators can make learning more engaging, memorable, and effective; and thereby reflecting the same teaching philosophy demonstrated by the Prophet over fourteen centuries ago. This also affirms that the concept of using instructional materials in education is not a recent e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola development. Rather, it has existed since the early days of humanity, dating back 610AD during the era of Prophet Adam (peace be upon him), and was consciously or unconsciously practiced throughout human history. Therefore, this finding challenges the common misconception that the use of instructional materials is a modern innovation in the teaching of Islamic education. 7.2 Recommendations for practice and further studies Based on the findings, the following are recommended for teaching and further studies: Researchers and educationists should orient their understanding that the instructional materials were utilized by the prophet Muhammad (May peace be upon him); its utilization is not novel to the teaching-learning process of Islamic education.  Teachers of all disciplines, especially those teaching Islamic Studies, should consider using their body limbs as instructional materials in appropriate topics, where such methods can effectively facilitate learning. This approach offers accessibility, immediacy, and self-sufficiency in instruction.  Teachers should also appreciate the pedagogical importance and effectiveness of using body limbs as instructional materials. Since learners tend to recall and retain information that is closely linked to their immediate sensory experiences, such methods can enhance comprehension and memory.  It is strongly recommended that Islamic education institutions explore the potential of modern technologies such as computer modeling, artificial intelligence (AI), and virtual reality (VR) to enhance the teaching and learning of Islamic education. These technologies can provide immersive, interactive, and engaging learning experiences that deepen students’ understanding of Islamic concepts and values. Additionally, they can contribute to the preservation and promotion of Islamic cultural heritage and traditions, making them more accessible and appealing to future generations.  Further research should be conducted to determine whether contemporary Islamic Studies teachers utilize their body limbs as instructional materials in a manner similar to that of the Prophet (peace be upon him), particularly in Arabic and Islamic schools.  A separate study should also be undertaken to develop a practical model outlining how body limbs can be effectively utilized as instructional materials during teaching and learning processes.  Additional research is needed to comprehensively identify and categorize the types of instructional materials used by Prophet Muhammad (peace be upon him) in his teachings. e-ISSN: 3027-0650 AUN Journal of Social Sciences, Vol. 1 No. 1 (2025) 27-47 School of Arts and Sciences, American University of Nigeria, Yola References Al-Qur’an Adeniyi, A. A. (2001). 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