پاکستان میں اسلامیات کے نصاب کا نظریاتی و تدریسی تجزیہ: پرائمری سے اعلیٰ ثانوی سطح تک تعلیمی ساخت اور فکری اثرات کا مطالعہ

A THEORETICAL AND PEDAGOGICAL ANALYSIS OF THE ISLAMIC STUDIES CURRICULUM IN PAKISTAN: A STUDY OF EDUCATIONAL STRUCTURE AND IDEOLOGICAL IMPACT FROM PRIMARY TO HIGHER SECONDARY LEVELS

Abstract

This research critically examines the structure, pedagogical implementation, and ideological foundations of the Islamic Studies curriculum in Pakistan from primary to higher secondary levels. The study investigates how effectively the curriculum fulfills its dual mandate: to impart religious knowledge and to shape the moral and ideological outlook of students in an Islamic republic founded on the principles of the Qur’an and Sunnah. It begins by analyzing the theoretical underpinnings of Islamic education, contextualizing it within the ideological narrative of Pakistan. The curriculum's alignment with the Objectives Resolution, Article 31 of the Constitution, and National Education Policies is critically reviewed. A comparative study of syllabi from various educational boards—Punjab, Sindh, Khyber Pakhtunkhwa, and Balochistan—reveals disparities in content depth, presentation, and pedagogical coherence .The study finds that although the curriculum includes essential Islamic concepts such as monotheism, the life of the Prophet Muhammad ﷺ, and basic Islamic ethics, it often suffers from superficial treatment, fragmented presentation, and a lack of cognitive progression. Teaching methodologies are predominantly lecture-based and emphasize rote memorization, with limited use of inquiry-based or experiential learning. Furthermore, the professional training of Islamic Studies teachers remains inadequate, affecting both the delivery and impact of the subject.The research also assesses the broader social and intellectual effects of the curriculum. It observes that while Islamic Studies contributes to moral awareness, it rarely fosters critical thinking, tolerance, or an understanding of religious diversity. The absence of contemporary themes—such as global ethical challenges, religious pluralism, and responses to secular ideologies—limits the curriculum’s relevance in the modern context.In conclusion, the study calls for a comprehensive revision of the Islamic Studies curriculum to ensure ideological clarity, pedagogical effectiveness, and intellectual responsiveness. Recommendations include enhanced teacher training, integration of modern educational tools, balanced representation of different Islamic schools of thought, and the incorporation of real-life applications of Islamic teachings. Such reforms are deemed vital for nurturing well-rounded, morally conscious, and intellectually prepared citizens in a 21st-century Islamic society.