Pakistani teachers’ perceptions of moral education through teaching of Islamic Studies: A qualitative study
Document Type
Article
Department
Institute for Educational Development, Karachi
Abstract
This qualitative research explored the perspectives of Islamiat (religious education) teachers regarding moral values, teaching practices, and the challenges faced in moral education in the three main Pakistani education sectors, namely Madaris (religious seminaries), Public and Private schools. Individual semi-structured interviews were conducted with six secondary-level Islamiat teachers, two from each education sector. Findings revealed that all teachers believed Quran and Hadith to be the main sources of morality. They focused on imbibing moral development only through lectures, sparse questions-answer sessions, the narration of stories and examinations. Moreover, they did not advocate the Islamic virtues of peace, tolerance, and human rights. Also, they expressed negative views of other religions and Western social practices. Participants considered an unsupportive social environment and unsupervised internet access as challenges to moral development. Hence, the study recommends that Islamiat teachers should broaden their perspectives and use interactive and cooperative teaching strategies. Moreover, teachers should be provided professional training for the effective moral development of students through Islamic studies..
Publication (Name of Journal)
Global Educational Studies Review (GESR)
DOI
https://doi.org/10.31703/gesr.2022(VII-IV).02
Recommended Citation
Siddiqui, R., & Habib, Z. (2022). Pakistani Teachers’ Perceptions of Moral Education through Teaching of Islamic Studies: A Qualitative Study. Global Educational Studies Review, VII(IV), 13-26. https://doi.org/10.31703/gesr.2022(VII-IV).02
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Comments
This work was published before the author joined Aga Khan University.