A Theory of Islamic Education for Primary and Secondary Levels: Implications for Curriculum Development

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The British University in Dubai (BUiD)
This study attempts to bridge the gap between theory and practice in the field of Islamic education. The twofold purpose of this study is to develop a theory of Islamic education as a means of strengthening the theoretical connection between curriculum for primary and secondary levels and the philosophy of Islamic education as well as to contribute to a meaningful convergence amongst existing Islamic education frameworks. Swanson and Chermack’s (2013) General Method to theory-building was chosen for this thesis. The General Method consists of five interdependent and interacting phases of theory building, namely, conceptual development, operationalisation, confirmation/disconfirmation, application, and continuous refinement and development of the theory. This study had undertaken the conceptual development, the operationalisation, and the confirmation phases. The first phase of the theory-development process resulted in the development of a conceptual framework that consists of three theoretical components, namely, the theory concepts, the relationships of the theory, and the boundaries of the theory as they apply to the thesis topic. The second phase, namely, the operationalisation process, resulted in developing seven confirmable propositions for the curriculum which were further developed into empirical indicators based on the logical reference to the propositions. In conclusion, the developed “theory of Islamic education in the primary and secondary levels”, operationalized for the aspect of curriculum, enables educators to formulate a deeper understanding of Islamic education and to enhance their practice. Furthermore, the findings of this study are derived from the principles of Islamic education and provide relevant guidance towards developing Islamic education curricula for the primary and secondary schools of today.
Islamic education -- Curricula., primary and secondary levels, curriculum development