This study focused on a current study on Islamic finance and financial technology as well as prospective topics for future research. As a bibliometric and visualization tool for the Web of Science core collection database and viewer-based literature, 918 papers dealing with Islamic finance and financial technology authored between 1999 and 2022 were analyzed. Cluster analysis, all-keyword co-occurrence analysis, and bibliographic coupling mapping are all investigated in the study. This research enables us to propose future research paths that may be useful in reflecting on the significant impact that technology will have on the growth of Islamic finance and financial technology. The survey discovered four main research trends: the first trend shown is “Financial Inclusion and Corporate Governance in Islamic Fintech”. The second trend focuses on “information technology and future financial Islamic services”. The third trend is “The Transformation of Islamic Finance: How Fintech is Changing the Game”. The fourth trend is related to “Islamic Finance: A Growing Force in the Digital Age”. This study provides a comprehensive analysis of research trends at the intersection of Islamic finance and financial technology, identifying future research directions.

Purpose: This research examines the potential of Artificial Intelligence (AI)-Project-Based Learning (PBL) to enable science, technology, engineering, and mathematics (STEM) educators in resource-limited African classrooms to shift from content-centric teaching to competency-based learning (CBL). It seeks to ascertain how cost-effective AI tools can address deficiencies in teacher capacity, inclusivity, and digital accessibility. Design/Approach/Method: Using a qualitative research design, data were collected from ten STEM educators across Nigeria, Botswana, Ghana, Namibia, and Sierra Leone through open-ended interviews, document analysis, observations, and analysis of participants’ project artefacts. The intervention involved hands-on engagement with speech-to-text-to-image generation, smartphone-based block coding using the Magnetcode application, circuit simulation, and microcontroller-based prototyping. Findings: Thematic analysis revealed five outcomes: AI speech-to-text tools enhanced visualization of science concepts; smartphone-based coding increased inclusion; simulations provided cost-effective scaffolding for hardware use; educators gained transition skills in computational thinking; and participants developed concrete strategies for classroom integration. Originality/Value: This study contributes novel empirical evidence from Sub-Saharan Africa, demonstrating that low-cost, AI-supported PBL can facilitate learner-entered pedagogy and equitable STEM innovation. It highlights AI as a transformative enabler for CBL, offering scalable models for sustainable, inclusive education in resource-constrained environments.