Missional Contextual Theology for Christian Ethics and Education in the Age of Disruption: A Framework for Scholars, Practitioners, and Faith-Based Educators

Abstract

The age of disruption—driven by digital transformation, rapid cultural shifts, and emerging ethical challenges—demands a renewed theological framework for Christian ethics and education. This study aims to develop a missional contextual theology that provides an integrated foundation for scholars, practitioners, and faith-based educators in responding to disruptive social and technological realities. The research seeks to articulate how Christian ethical formation and educational praxis can faithfully participate in the missio Dei while remaining contextually engaged with contemporary digital culture. Using a qualitative theological methodology, this study integrates biblical-theological reflection, contextual hermeneutics, and interdisciplinary analysis of missiology, ethics, and Christian education. Drawing on Bosch’s concept of mission as participation in God’s redemptive movement and Bevans’s dialogical–incarnational model of contextual theology, the article proposes that Christian ethics must be understood as active alignment with God’s justice, love, and holiness. Meanwhile, Christian education is reframed as a transformative pedagogical practice that equips communities of faith to embody the Gospel meaningfully within digital, cultural, and ecclesial spaces. The study concludes that a missional-contextual theological approach offers a constructive and holistic framework for cultivating moral integrity, spiritual discernment, and transformative agency amid disruptive global conditions. Its primary contribution is the development of an interdisciplinary model that strengthens the theoretical and practical foundations of Christian ethics and education, providing valuable guidance for theologians, ministry practitioners, and Christian educators in navigating the complexities of the digital age.