Components of Educational Curriculum

Components of Educational Curriculum

PREFACE
All praise is due to Allah, the Lord of all worlds. Peace and blessings be upon our Messenger Muhammad ﷺ, his pure family and noble companions, and upon those who follow them with excellence until the Day of Judgment.

Education is the foundation of a nation's intellectual structure, civilizational identity, and cultural survival. And the basis of any educational system lies in its Curriculum, which not only ensures the academic training of students but also plays a central role in their intellectual, moral, social, and spiritual development. The Educational Process is a comprehensive, multidimensional, and evolutionary system that plays a foundational role in the mental, moral, spiritual, and social formation of an individual. In the light of the Qur'an, Hadith, and Islamic teachings, education is not merely the transfer of information but an active medium for servitude to the Lord, purification of the soul, character building, and the reformation of society.

In this context, this article attempts to shed light on various aspects of Curriculum and the Educational System, particularly benefiting Islamic seminaries (Madaris-e-Islamiya) and generally other religious and contemporary educational institutions. This paper is in fact the Urdu and English translation and Educational Extension of a research paper originally written by me in Arabic during the academic year 2012–13 in the Department of Education at Islamic University of Madinah, under the supervision of prominent scholars and professors. The purpose of this research is to present an educational framework for Indian Madrasas/Schools that remains connected to religious and social values while also being in harmony with contemporary demands as indicated in New Indian Edu.Policy.

According to educationists, the educational process stands on seven (7) fundamental pillars, which include: Teacher, Learner, Curriculum, Teaching Methods, Learning Environment, Instructional Resources, and Assessment & Evaluation. The present paper is an analytical and research-based review of those key and influential areas that play a decisive role in the development, formulation, implementation, and evaluation of the curriculum. These areas can guide the creation of a balanced, effective, and value-based curriculum rooted in Education principles.

Mohd. Mubarak

18.06.2025

CHAPTER 1

 The Educational Process and Its Foundational Pillars

Introduction
            The Educational Process is a comprehensive and multidimensional operation. It is not merely based on knowledge transmission, but a coherent and organized effort aimed at nurturing the intellectual, moral, emotional, social, and practical abilities of the individual (UNESCO, 2015). This process is based on interaction and collaboration among various components that are interlinked. If even one of these components becomes weak, the entire educational process is adversely affected.

Main Pillars of the Educational Process

According to Educational Theorists, the educational process is built upon seven (7) primary pillars, which we can refer to as indispensable parts of an Integrated Educational System. These pillars are as follows:

1️⃣ Teacher (Al-Mu’allim)
          The teacher is the axis and center of the educational system — a herald of knowledge, a builder of character, and a motivator for learning.

·         The teacher guides students, organizes the instructional process, and becomes a practical embodiment of moral values.

·         The teacher is not merely a transmitter of information but also a guide, reformer, and researcher.

2️⃣ Learner (Al-Muta‘allim)
          The learner is the focus of the educational process.

·         Active participation in learning activities is essential.

·         The ability and curiosity for Self-Directed Learning must be developed.

·         There should be an awareness of group and social training.

·         The learner is not just a Passive Recipient of knowledge but a Co-Creator and active participant in the process.

3️⃣ Curriculum (Al-Nisab al-Ta‘limi)
           The curriculum is a planned academic framework designed according to educational objectives.

·         It should represent a balanced integration of knowledge, skills, and values in accordance with societal and scientific needs.

·         It must be Dynamic and adaptable.

·         The curriculum serves as the pathway of the educational journey, guiding learners toward their intended goals.

4️⃣ Teaching Methods
           Teaching methods are vital tools for the transmission of knowledge and the enhancement of learning. According to modern research:

·         Teaching methods should be Varied and appropriate to learners.

·         These methods transform knowledge into a living experience.

5️⃣ Instructional Resources (Teaching Aids)
          To make the learning process effective, various instructional aides are essential, such as:

·         Audio-Visual Aids

·         Models, Charts, Experimental Apparatus

·         Digital Tools (Smart Boards, Apps, Videos)
Instructional resources convert conceptual knowledge into observable reality.

6️⃣ Evaluation & Assessment
            Assessment is not only a tool for measuring learning outcomes but also provides feedback to improve the instructional process. It includes:

·         Written and oral exams

·         Practical activities, projects, observation

·         Self-Assessment and Peer Assessment
Assessment is not just about assigning grades but is a reflection of the quality of learning.

7️⃣ Learning Environment
           The Learning Environment fosters a conducive atmosphere for learning.

·         It is the soil in which the plant of knowledge grows and flourishes.

The beauty of the educational process lies in its comprehensiveness, balance, and coherence. The teacher, learner, curriculum, teaching methods, resources, assessment, and environment — all these pillars are interconnected and collectively fortify the edifice of education. If even one pillar is weakened, the entire structure is at risk. Therefore, strengthening all these pillars is a critical necessity for achieving quality education.

References

1.     Ibn Khaldun (1377H). Al-Muqaddimah. Dar al-Ma'arif.

2.     Freire, P. (1993). Pedagogy of the Oppressed. Continuum.

3.     UNESCO (2015). Rethinking Education: Towards a Global Common Good.

4.     Bloom, B. (1956). Taxonomy of Educational Objectives. Longman.

5.     Vygotsky, L. (1978). Mind in Society. Harvard University Press.

6.     Nasir, Khalid (2020). Modern Trends in Education. Al-Faisal Publications.

7.     Taba, H. (1962). Curriculum Development: Theory and Practice. Harcourt Brace.

8.     OECD (2017). The Learning Environment: A Key Component of Education.

 

CHAPTER 2

 Components of Curriculum

Islam is a complete code of life that provides guidance in all aspects of human existence individual, collective, spiritual, moral, and intellectual. Education and training form a fundamental part of this system, and the objectives of education are known as the "Aims of Curriculum". The objective of the curriculum in Islamic seminaries is not merely to teach religious sciences but also to prepare righteous, morally upright individuals who are obedient to Allah’s commandments. In the Islamic context, the scope of objectives should not be confined only to students but must encompass the entire educational community. These objectives must integrate theoretical knowledge, practical skills, scientific and technological advancements, and societal transformations so that the Islamic Ummah may achieve excellence in both knowledge and action.

Education is a means of strengthening a society’s intellectual, moral, and practical foundations. The Curriculum serves as the fundamental framework of this process. It not only organizes the educational content but also influences social values, national needs, and the formation of individual personalities. Designing a curriculum is not merely about compiling academic subjects but is rather an objective-based planning, with clear and well-defined goals.

Therefore, understanding the Aims and Objectives of Curriculum is of paramount importance, as they determine the direction and spirit of the educational process.

 

 

These are the expected behavioral outcomes that learners are anticipated to exhibit after experiencing educational processes. Objectives serve as the guiding principles across all stages—from curriculum planning to final evaluation.

 

Definition and Types of Curriculum Objectives

Definition of Curriculum

Education experts have provided multiple definitions of curriculum:

• Imam Ibn Taymiyyah (d. 728 AH): “True knowledge is that which enables a person to recognize the truth and remain firm upon it in action.”
  According to this view, the curriculum should be both theoretical and practical—a comprehensive blend of faith, worship, morality, and society.
• Imam Al-Shatibi (d. 790 AH) — Expert in Maqasid al-Shariah:
  “The real objective of education is to achieve the aims of Shariah: the preservation of religion, life, intellect, progeny, and wealth.”
• Hilda Taba (1962):
  “Curriculum is a plan for learning.”
  She proposed the famous "Taba Model" in curriculum development, which advocates a "grassroots approach", starting from teachers and moving towards policymakers.
• John Frank Kerr (1968):
  “Curriculum is all the learning which is planned and guided by the school.”
  In essence, curriculum is a structured plan designed to achieve educational objectives, incorporating content, teaching strategies, and evaluation methods.

Definition of Aims and Objectives

• Aim: A broad, long-term goal that describes the general direction and philosophy of the educational system.
• Objective: Specific and measurable targets that define the learning outcomes.

      Example: Aim: To inculcate moral values in students.

Objective: Students should be able to explain the importance of honesty, integrity, and responsibility.

Importance of Aims in Curriculum

·         Define the direction of education

·         Guide the formation of student personalities

·         Assist in selecting teaching methods and materials

·         Aid in assessment of learning outcomes

Types of Curriculum Objectives

Educationists categorize curriculum objectives into several types:

1. General Objectives

Determined in light of the nation’s ideological, cultural, and economic needs, such as:

·         National Integration

·         Social Justice

·         Economic Development

·         Patriotism and National Identity

2. Specific Educational Objectives

These focus on the holistic development of an individual’s personality:

·         Intellectual Development

·         Physical Health

·         Moral Upbringing

·         Creative Abilities

3. Behavioral / Instructional Objectives

These are subject or unit-specific objectives, typically categorized using Bloom’s Taxonomy:

·         Cognitive Domain: Knowledge, comprehension, analysis

·         Affective Domain: Attitudes, values, emotions

·         Psychomotor Domain: Practical and physical skills

Example: In a math lesson, the objective may be:
“Students will learn to add two-digit numbers.”

Curriculum objectives form the soul and foundation of the educational system. They not only integrate curriculum content and teaching activities but also clarify goals for individual development, societal reform, and national progress. Hence, it is essential to define and prioritize these objectives when designing curricula so that education becomes a tool for comprehensive human development rather than mere information transfer.

Islamic Foundations of Curriculum Objectives

·         Promotion of Tawheed (Oneness of God) and complete servitude to Allah

·         Preparing leaders and guides for the Ummah

·         Integrating knowledge and action

·         Cultivating collective consciousness and intellectual insight

·         Purification of the soul and moral development

·         Training in Ijtihad and research

·         Balancing religious and worldly knowledge

·         Preserving the intellectual heritage of the Ummah

 

 

Formation of a Righteous Individual Based on Tawheed

The foremost goal of the Islamic curriculum is to develop personalities rooted in faith, correct belief, and Tawheed.

Shaykh Ibn Uthaymeen writes: “The purpose of Islamic education is not merely to acquire knowledge but to establish servitude to Allah through both knowledge and action.”

Islamic education aims to produce individuals who are beneficial not only to themselves but also to others—people who spread the light of knowledge and serve society with justice, love, compassion, and responsibility, particularly towards the poor and marginalized.

Integration of Knowledge and Action: Curriculum should ensure that actions align with knowledge. Maulana Abul Kalam Azad said: “Education is that which elevates one’s spiritual, moral, and social status; otherwise, it is just a heap of information, not knowledge. “Purification of Soul and Moral Training. The Qur’an says: “He purifies them and teaches them the Book and Wisdom.” (Surah al-Jumu’ah: 2)

Shaykh Salih al-Fawzan states: “Islamic schools must focus on the purification of hearts before minds; only that knowledge is beneficial which is accompanied by action and piety.”

Balancing Deen and Dunya: Islam does not separate knowledge into secular and religious; true success is that which benefits both this world and the hereafter.
Maulana Manazir Ahsan Gilani said: “In Islam, there is no limitation on the scope of knowledge—it includes physics, mathematics, economics, and religious studies. The only condition is the purity of intention and objective.”

Preparation of Leaders for the Muslim Ummah

The curriculum should produce leaders capable of guiding the Ummah in religious, intellectual, and social matters. Shaykh Ibn Baz stated: “The students of knowledge in Muslim lands are the hope for the preservation of religion and reform of society.”

 

Awareness of Collective and Contemporary Issues

The curriculum must develop an understanding of the collective issues of the Ummah and prepare students to address them intellectually and practically.
Maulana Shibli Nomani said:

“The purpose of education is not merely individual preparation, but national development. This is only possible when education is linked with the purpose of life, not just exams.”

Training in Research and Ijtihad: Islamic seminaries should train students in critical thinking, research, and equip them to meet modern challenges.
Maulana Syed Sulaiman Nadwi stated: “A madrasa should strike a balance between reason and tradition, fostering both obedience to tradition and the courage for inquiry.”

Preservation and Promotion of Intellectual Heritage: The curriculum should safeguard and transmit the intellectual, spiritual, and cultural heritage of the Ummah to future generations. The goal is not just information delivery, but the awakening of thought, moral refinement, and leadership preparation.

Aims of NEP 2020 (National Education Policy)

According to NEP 2020, the following are key educational aims:

1.     Holistic Development – Physical, mental, emotional, and creative growth

2.     Skill-Based Learning – Emphasis on practical skills like coding, data handling, vocational training

3.     Critical Thinking – Development of reasoning and problem-solving abilities

4.     Flexibility – Freedom for students to choose subjects

5.     Multidisciplinary Education – Integration of various disciplines

6.     Global Citizenship Education – Preparing students for global challenges

7.     Value-Based Education – Ethics and constitutional values

Comparative Analysis:

Aspect	Islamic Seminaries (Madaris)	NEP 2020
Ideological Basis	Tawheed, Revelation, Prophethood	Secular, Democratic, Scientific
Aim of Education	Righteous servant, Ummah leadership	Workforce for global market
Moral Development	Through Qur’an & Sunnah	Based on human rights, civic values
Nature of Knowledge	Both Revelation & Reason	Focus on empirical and material knowledge
Social Role	Welfare of Ummah, societal reform	Economic growth, individual success
Heritage	Preservation of Islamic knowledge	Classical Indian + Global heritage
Leadership	Religious and scholarly leadership	Technological and industrial leaders
Research & Ijtihad	Interpretation of texts	Scientific innovation and inquiry

 

Analytical Observations

• Madaris consider success in the Hereafter as the ultimate goal, while NEP 2020 emphasizes worldly success and market-readiness.
• Though NEP mentions morality, its moral foundation is vague, whereas Islamic education derives ethics from divine revelation and Prophetic example.
• NEP 2020 promotes research and innovation, while traditional madaris need improvement in this aspect.
• Madaris promote collective awareness but lack structured planning for contemporary practical challenges, which NEP addresses more clearly.

Recommendations

1.     Madaris should incorporate beneficial aspects of NEP—like critical thinking and research skills—within the Islamic framework.

2.     Alongside Seerah, Fiqh, and Tafsir, an introductory study of modern sciences, social sciences, and technology should be included.

3.     A joint framework should be developed to gain recognition of madrasa degrees under NEP.

4.     Special teacher training programs should be launched to bridge understanding between both systems.

5.     Moral education should be linked to Islamic sources and presented using modern methodologies.

Conclusion:
        There are significant differences between the goals of Islamic seminaries and NEP 2020, but there are also shared values that can be mutually beneficial. It is essential for Madaris to retain their religious identity while integrating intellectual, scientific, and research-based components into the curriculum so students may excel in both Deen and Dunya.

 

 

 

 

 

 

Curriculum content is the foremost medium for achieving educational objectives. In the modern era, numerous experiments and trends have emerged in this field, such as:

• Technical Curriculum, which offers technology-based experiences;
• Humanistic Curriculum, which centers on human development;
• Activity-Based Curriculum, Integrated Subjects, and Unit-Based Curriculum.

According to the Islamic perspective, the development of curriculum content should not be limited to academic advancement; rather, it must be grounded in divine revelation, Islamic characteristics, and objectives. The essence of curriculum lies in its content, which is not only the spirit of education but also the primary tool for achieving its aims. From an Islamic point of view, curriculum content should serve as a source for the intellectual, spiritual, moral, and practical development of the individual, transforming them into a righteous servant of Allah, a person of character, and a beneficial member of the Muslim Ummah.

Islamic Foundations of Curriculum Content

In the Islamic concept of curriculum, the principles for determining content are derived from the Qur’an and Sunnah. It includes all those branches of knowledge that enable a human being to:

·         Gain knowledge of their Creator;

·         Understand the benefits of this world and the Hereafter;

·         Serve as a source of goodness and reform in society.

As stated in the Qur’an: “Allah will raise those of you who have believed and those who were given knowledge, in degrees."(Al-Mujadila: 11)

 

 

Elements of Islamic Curriculum Content

1.     Islamic Religious Sciences: Shaykh Ibn Baz (رحمہ اللہ) says: “Students should begin with those sciences that bring them closer to Allah. Foremost among them are the Qur’an, Hadith, and Fiqh."

2.     Language and Literature (Arabic and Vernacular Languages): Maulana Shibli Nomani (رحمہ اللہ) states: “Arabic is the key to Islamic sciences, and Urdu is our cultural identity. Both must have a place in the curriculum."

3.     Contemporary Sciences (Modern Disciplines)

4.     Research and Critical Thinking: Shaykh Salih al-Uthaymeen (رحمہ اللہ) says:
"Islamic schools need to teach critical thinking within the framework of Shariah to protect students from doubts and misconceptions."

5.     Social Sciences (Sociology and Community Studies)

Modern Trends: Saudi and Global Perspective

Prominent Islamic universities like Imam Muhammad bin Saud University (Riyadh) and Islamic University of Madinah have included the following elements in their curriculum:

·         Modern Arabic Literature, Islamic Banking, Contemporary Fiqh Issues;

·         Computer and English Language;

·         Modern methods of Da’wah and preaching.

Shaykh al-Fawzan (حفظہ اللہ) remarks: "We need to modernize curricula without tampering with religious constants; content should be a blend of tradition and innovation."

Suggestions and Recommendations

1.     Curriculum content should be structured on three foundational levels:

·        Constants: Qur’an, Hadith, Fiqh, Aqeedah

·        Core Components: Arabic, Ethics, Seerah, Tarbiyah

·        Contemporary Areas: Scientific and Social Sciences, Technology, Research

2.     Proper categorization of curriculum content should be ensured.

3.     Selected modern books should be included in the curriculum covering topics like Islamic Economics, International Relations, Media Studies.

4.     The curriculum must include an Ijtihaadi (jurisprudential reasoning) dimension so students learn how to derive Shariah guidance in new circumstances.

5.     A balance must be maintained between local needs and global demands.

Curriculum content is the practical interpreter of curricular objectives. If it incorporates comprehensiveness, balance, spirituality, research, and modernity, then it can produce a generation capable of leading the Ummah, reforming society, and representing religion globally. Islamic seminaries must review their curriculum content to align with contemporary demands without deviating from their religious foundations.

 

 

Teaching: The Medium for Achieving Objectives and Delivering Content

Teaching is a crucial sector that serves as the effective medium for achieving educational goals and curriculum implementation. The following modern teaching trends are significant:

·         Individualized Learning

·         Self-Learning

·         Mastery Learning

·         Problem-Solving Approach

In the Islamic context, teaching is not merely the transfer of information; rather, it is a process of religious, ethical, spiritual, and intellectual training. Islamic seminaries, considered fortresses of religious knowledge, must give extra importance to effective teaching methodologies.

Purpose of Education in Islam

Islam views education not just as the transmission of information but as a process of refining the human personality, character, and soul. The principles of teaching and training found in the Qur’an and Hadith are universally applicable in all eras.

1.     Sincerity of Intention: The Prophet Muhammad ﷺ said: “Verily, actions are judged by intentions."— Both the teacher and student must have sincere intentions.

2.     The Prophet ﷺ as a Teacher: The Prophet ﷺ said: “Indeed, I was sent only as a teacher." (Ibn Majah) .His method of teaching was gentle, gradual, and in accordance with natural capabilities.

3.     Shaykh Abdul Aziz Ibn Baz (رحمہ اللہ),He emphasized that a teacher's role is not confined to teaching alone but includes moral, religious, and intellectual training. The teacher must exemplify kindness, patience, and wisdom.

4.     Shaykh Salih al-Uthaymeen (رحمہ اللہ),He insisted on the importance of systematic teaching, repetition, and practical exercises to ensure deep understanding and application.

5.     Maulana Abul Kalam Azad (رحمہ اللہ),He viewed education as a process of building human character. According to him, effective teaching is not mere lecturing but involves nurturing students' thinking, questioning, and critical analysis.

6.     Maulana Shibli Nomani (رحمہ اللہ),"A teacher should not only speak but also inspire students to ask questions." The best teaching method is one where students are active participants.

Islamic Teaching Methodologies

1.     Gradualism (Tadarruj): Teaching gradually is a Prophetic tradition, allowing students to learn easily.

2.     Wisdom and Preaching: As the Qur’an says: “Invite to the way of your Lord with wisdom and good advice." (An-Nahl: 125)

3.     Question-and-Answer Method: The Prophet ﷺ would often ask questions to focus attention.

4.     Practical Application: Hands-on practice of acts of worship, morals, and transactions.

5.     Catering to Student Capacity: Teaching should be according to each student’s intellectual level.

Contemporary Educational Demands and NEP 2020

India’s National Education Policy 2020 (NEP 2020) emphasizes revolutionary concepts in teaching such as:

·         Student-Centered Learning: Making students the focal point of learning;

·         Experiential Learning: Education based on observation and practical experience;

·         Competency-Based Assessment: Evaluation based on skill rather than just oral or written exams;

·         Use of Technology: Integrating digital educational resources into the curriculum;

·         Multilingualism: Emphasis on mother tongue-based education.

Practical Suggestions for Madaris

1.     Emphasize understanding alongside text — not just memorization or translation, but comprehension, context, and application.

2.     Interactive and Dialogical Teaching — make students active participants.

3.     Reading, Research, and Projects — encourage students towards independent academic inquiry.

4.     Utilize Technological Tools — such as projectors, audio/video lectures to enhance teaching.

5.     Teacher Training — regular training programs for teachers should be conducted.

6.      

 

These activities energize the spirit of the curriculum. When aligned with Islamic values and linked to the mosque, family, and media, they can become an excellent means of social character building. Training activities are an essential and dynamic part of the educational curriculum that contribute to students’ personality development, the cultivation of practical skills, and the revitalization of the curriculum's intellectual essence. In the context of Islamic seminaries (Madaris-e-Islamia), these activities are an important component of not only religious education but also moral, intellectual, and physical training. In Islam, the objective of education is not merely the acquisition of information but the comprehensive development of a human being. Training activities make this comprehensiveness possible:

 Moral and Spiritual Training: In the life of the Prophet Muhammad ﷺ, education was not merely theoretical but practical, encompassing ethics, worship, and social behavior.

 Physical and Mental Development: A Hadith says, “The strong believer is better and more beloved to Allah than the weak believer.” (Sahih Muslim) Therefore, physical activities are also essential.

Academic Understanding and Practical Application: Alongside education, action has been emphasized so that knowledge translates into life.

Scholars’ Views

Maulana Abul Kalam Azad considered training activities a means for complete character formation. He believed that education must include practical experiences and social services. Maulana Shibli Nomani viewed education as not limited to reading but enriched through intellectual discussions, practice, and social cooperation. Ibn Baz and Sheikh Salih al-Uthaymeen also emphasized that physical exercises, moral training, and practical activities should be a mandatory part of the curriculum in religious seminaries so that students’ holistic character can be shaped.

NEP 2020 and Training Activities

The National Education Policy 2020 (NEP 2020) has acknowledged training activities as an integral part of the educational curriculum. Key points of this policy include:

• Holistic Development: Educational activities enhance students’   intellectual, physical, moral, and social capabilities.

• Focus on Experiential Learning: Along with book-based education, practical activities refine students' creative and intellectual abilities.

• Inclusive Education System: Every student should be provided opportunities to participate in various training activities alongside the curriculum.

• Use of Technology and Modern Resources: Incorporating modern technology into training activities makes them more effective.

Practical Aspects of Training Activities in Islamic Seminaries

In seminaries, training activities can be integrated with the curriculum through the following measures:

1.     Sessions, memorization programs, and events for moral and spiritual training

2.     Debates and workshops on challenging issues

3.     Social services such as charity work, cleanliness drives, and helping the poor

4.     Physical activities: sports, daily exercises, and handicrafts

5.     Science and technology workshops and practical experiments

6.     Research and creative projects for students

7.      

 

Educational technology has become a vital means of making curriculum development and the teaching-learning process faster, more effective, and engaging. In Islamic seminaries where traditional teaching methods prevail, adopting modern educational technology is essential for reviving the spirit of the curriculum, increasing student engagement, and enhancing the quality of education. Islamic education encourages the pursuit of knowledge and allows for the use of modern resources.

The Quran and Hadith emphasize the significance of seeking knowledge and teaching. In light of “Seeking knowledge is an obligation upon every Muslim,” the use of modern tools is considered a part of knowledge dissemination.

Scholars’ Views on Educational Technology

Islamic scholars have always encouraged the use of available resources for acquiring knowledge, provided they align with Islamic principles: Sheikh Ibn Baz and Sheikh Salih al-Uthaymeen considered modern technology a valid medium for the propagation of Islamic teachings, as long as it doesn’t contradict religious values. Maulana Abul Kalam Azad emphasized incorporating modern sciences and methodologies in education to broaden students' perspectives and help them understand contemporary challenges. Maulana Shibli Nomani emphasized the importance of critical thinking and analysis, which can be facilitated through educational technology. Sheikh Ibn Baz supported using computers and modern devices in education, especially for promoting religious sciences. Sheikh Salih al-Uthaymeen appreciated the role of technology in modern education and called it an effective way to enhance students’ comprehension.

NEP 2020 and the Role of Educational Technology

The National Education Policy 2020 (NEP 2020) highlights the adoption of educational technology at all levels, particularly through:

• Promoting online and digital learning so students in remote areas can benefit from education
• Making education more engaging and effective through multimedia and interactive systems
• Training teachers to utilize educational technology more effectively
• Digitizing educational content to enable students to learn at their own pace

Benefits and Challenges of Educational Technology in Islamic Seminaries

Benefits	Challenges
Bringing innovation and freshness to traditional teaching	Adapting traditional methods to modern technologies
Increasing students’ attention and interest	Training teachers and infrastructure limitations
Harmonizing religious and worldly education	Maintaining Islamic values within modern content
Easy access to information and research tools	Technological accessibility in rural/underfunded institutions

 

 

 

 

 

Evaluation of the effects and results of a curriculum forms the foundation of every developed educational program. From preliminary diagnostic questions to subjective exams, observations, and qualitative methods — all play a vital role in curriculum reform and improvement.

Reviewing curriculum outcomes is a crucial means of evaluating the performance, effectiveness, and quality of the education system. This process measures the achievement of curriculum goals, enhances teaching methods, and identifies students’ progress. In Islamic seminaries, where both religious and secular knowledge is imparted, a precise and comprehensive review of curriculum outcomes is essential for educational success.

Islamic education aims for holistic training and character-building through practice. Hence, the evaluation of curriculum outcomes goes beyond academic performance and also examines moral, spiritual, and practical aspects:

• The Quran and Hadith emphasize assessing knowledge and its practical implementation.
• The Prophet Muhammad ﷺ stressed continuous monitoring and improvement for effective education and training.
• The assessment of curriculum outcomes considers students’ behavior, practical skills, and religious understanding.

Scholars’ Views on Assessment: Maulana Abul Kalam Azad viewed the assessment of curriculum outcomes in light of the overall personality development of students. Maulana Shibli Nomani emphasized the need to assess the effectiveness of the curriculum and the intellectual standards of students. Sheikh Ibn Baz and Sheikh Salih al-Uthaymeen highlighted the importance of developing both academic and practical criteria to measure educational performance.

NEP 2020 and Curriculum Outcome Assessment

The National Education Policy 2020 (NEP 2020) proposes modern methods and standards for evaluating curriculum outcomes:

• Continuous and Comprehensive Assessment: Making assessment an ongoing part of the learning process, not limited to examinations
• Measurement of Creative and Practical Skills: Assessing not just memory but understanding, creativity, and problem-solving abilities
• Holistic Personality Development: Including ethical, social, and physical growth in curriculum outcomes
• Use of Technology: Utilizing digital tools and analytical software for effective monitoring of academic performance

Assessment Methods for Curriculum Outcomes in Islamic Seminaries

In seminaries, the assessment of curriculum outcomes can be carried out using the following methods:

1.     Written and Oral Examinations: Evaluating understanding and memorization in both religious and secular subjects

2.     Practical Observation: Monitoring moral behavior, adherence to worship, and practical application

3.     Projects and Research: Assessing students’ creative abilities and research skills

4.     Teacher Reports: Continuous review of teaching methods and student progress

5.     Feedback from Parents and Community: Joint assessment of students’ social and moral development

 

 

                                                        

 

 

CHAPTER 3

 Practical Fields of Curriculum Development

1. Curriculum Construction
            Historically, the curriculum was based on the intellectual heritage of humanity. However, in the modern era, it is essential to design a comprehensive curriculum that considers students’ individual needs, social demands, scientific progress, and Islamic sources.
According to the Islamic concept of education, Fitrah (natural disposition) should be the central guiding principle.

2. Implementation of Curriculum
         Implementation of curriculum is a comprehensive process that includes teachers, administrators, students, parents, and educational leaders. The following elements are key for effective implementation:
        • Training of teachers and leaders
        • Continuous guidance of students
        • Active and holistic teaching
        • Provision of an Islamic environment

3. Curriculum Development
          Modification and improvement of curriculum according to contemporary needs is an essential part of development. Continuous renewal is required at every educational level to ensure the curriculum remains effective and purposeful.

4. Curriculum Evaluation
         Evaluation is not only the assessment of outcomes but also a significant means of reforming every aspect of the curriculum. Modern types include:
        • Pre-assessment
        • Formative Assessment
        • Summative Assessment
        • Follow-up Evaluation

 

CHAPTER 4

Indirect Factors Influencing the Curriculum

                                 1. Skills of Teachers and Experts
The intellectual, pedagogical, and cognitive training of teachers is a fundamental need. Teachers should be trained with the following orientations:
        • Lifelong Learning
        • Integration of scientific and Islamic skills
        • Awareness of Islamic culture

                             2. Study System
Three major educational systems are prevalent worldwide:
        • Annual System
        • Semester System
        • Modular System (Credit System)
These systems aim to enhance academic engagement and fulfill societal needs.

Study System: A Comparison of Islamic Madrasas and Contemporary Education Systems

The educational system is a fundamental component of the development and quality of education in any country or institution. Globally, there are various types of educational systems in practice, including the Annual System, Semester System, and Modular System (Credit System). Each system aims to enhance educational productivity and meet societal requirements.

Three Major Educational Systems in the World

1. Annual System:
➤ This is the oldest and most common system, where a comprehensive exam is held at the end of the academic year.
➤ Students study the curriculum over a long period and then take an annual exam.
➤ Advantages: Students get ample time to understand the curriculum thoroughly.
➤ Disadvantages: Results take longer to be declared, and there's heavy reliance on memorization.

2. Semester System:
➤ The academic year is divided into two or more semesters, each with its own examinations.
➤ This allows students to study in smaller portions and perform better.
➤ Advantages: Periodic assessment occurs, and exam pressure is reduced.
➤ Disadvantages: Continuity of teaching may be affected; administrative workload increases.

3. Modular System (Credit System):
➤ A modern system where courses are divided into modules or credits.
➤ Students complete courses at their own pace and interests, accumulating credits.
➤ Advantages: Flexible structure, enhances student autonomy, allows diverse course selection.
➤ Disadvantages: Requires greater self-discipline, involves administrative complexities.

Educational System in Islamic Madrasas

• Traditionally, Islamic madrasas follow the Annual System, with memorization and teaching assessments conducted annually.
• Their curriculum primarily consists of religious sciences, and the teaching methods follow traditional patterns based on the Dars-e-Nizami approach.
• With modern demands, there is an increasing inclination toward adopting Semester or Modular Systems to make education more effective and tailored to student needs.

 

 

Islamic Perspective on the Educational System

• Islam emphasizes the pursuit of knowledge and its comprehensiveness; thus, the system of education should nurture students intellectually, practically, and morally.
• The educational system should include flexibility, continuous evaluation, and effective teaching strategies to ensure that knowledge is both acquired and practiced.
• The teachings of the Prophet Muhammad ﷺ indicate that education should be gradual and continuous, a concept closer to the Semester or Modular System.

National Education Policy 2020 (NEP 2020) and the Study System

• NEP 2020 advocates for a modern and flexible education system that can adapt to students' capabilities.
• It emphasizes regular review and critical evaluation of curriculum and educational systems.
• The policy also recommends that madrasas align their educational systems with modern requirements so students can receive education of global standards.

Every educational system practiced in the world plays a unique and beneficial role. In Islamic madrasas, there is an increasing need to replace the traditional Annual System with modern and flexible systems to enhance educational standards and nurture students’ intellectual and practical skills.

                                                 3. Role of the Family
         The family is the child's first school. Parental involvement in educational institutions is indispensable for the success of the curriculum.
The family is the foundational unit of social life, playing a critical role in character development, education, training, and moral and spiritual growth. In Islamic teachings, the family is considered the center of social stability and moral upbringing.

Islamic Perspective on the Educational Role of the Family

• The Qur'an and Hadith frequently emphasize the importance of family and clearly define the rights and responsibilities of parents and children.
• The family is the first institution of a child’s early education, where they learn ethics, manners, and religious teachings.
• Prophet Muhammad ﷺ emphasized strong familial bonds and mutual love as key to the success of the Ummah.
• In the Islamic system, the family is the starting point of social responsibility and helps individuals become constructive members of society.

Scholarly Opinions

Shaykh Ibn Baz (رحمه الله) considered the family the core center for implementing Islamic teachings and emphasized its educational responsibilities. Maulana Abul Kalam Azad called the family the foundation of social reform and highlighted the parental role in education and upbringing. Maulana Shibli Nomani stressed the need for religious education within the family and recognized the role of parents in societal improvement.

Educational Role of the Family

• The family provides foundational education and character building.
• Parents play a key role in motivating children toward religious and worldly education, monitoring their behavior, and offering moral guidance.
• Cooperation between family and educational institutions is crucial for academic success.

Social and Cultural Dimensions

• Families transmit social values, traditions, and culture.
• Strong families ensure social stability, welfare, and preservation of moral values.
• In South Asian and Saudi societies, family importance is especially prominent, where collective living and mutual support are highly valued.

Contemporary Challenges and Solutions

• Modern challenges like technology, economic issues, and social transformations impact family structure and roles.
• Parents should strengthen their bond with children and prioritize moral and religious education.
• Educational institutions, including madrasas, cannot function effectively without family cooperation—joint efforts are essential.

4. Media

Media is a powerful educational tool. If aligned with Islamic values, it can foster intellectual awareness and religious consciousness.
In today’s era, media has become one of the most influential and expansive tools for education and training. It not only serves as a means of information delivery but also plays a central role in shaping societal behavior, intellectual awareness, and religious understanding. Especially when media operates within Islamic principles, it becomes a means for positive change and reform.

Islamic View of Media’s Role

• Islam commands the propagation of knowledge and guidance; media is a modern and effective means for fulfilling this duty.
• The Qur’an and Hadith emphasize the dissemination of truth and knowledge, which media can help widely distribute.
• Islamic media platforms present content ethically and seriously to promote intellectual awakening.

Positive Aspects of Media

• Educational Content Delivery: TV, radio, internet, and social media broadcast educational programs, lessons, and religious gatherings.
• Awakening Religious Awareness: Spread of Islamic jurisprudence, history, and ethics.
• Social Reform: Highlights social ills and promotes reform through positive messaging.
• Cultural Preservation: Helps preserve and promote Islamic culture and civilization.

Challenges and Risks

• Irresponsible media can spread falsehood, misinformation, and immorality.
• Some media outlets promote un-Islamic values, causing moral degradation among youth.
• Islam instructs that media should operate within ethical and Shari'ah boundaries.

NEP 2020 and Media

NEP 2020 encourages the use of digital media and modern technologies in education to make learning more accessible. Responsible and effective use of media is emphasized for madrasas and other institutions.

5. Educational Facilities

Proper infrastructure, facilities, libraries, playgrounds, lighting, an ventilation are essential elements for curriculum development. The quality of education and curriculum development depends not only on teachers or textbooks but also on educational facilities. Basic necessities like clean buildings, functional classrooms, libraries, and physical fitness areas play a key role in effective learning. Islamic teachings also recognize the need for a conducive learning environment.

Islamic Perspective on Educational Facilities

• The Qur'an and Hadith emphasize providing a conducive environment and resources for acquiring knowledge.
• The Prophet ﷺ said, “Seeking knowledge is an obligation upon every Muslim,” and fulfilling this duty requires appropriate facilities.
• In madrasas, where religious sciences are taught, the availability of facilities is crucial for student development.

Key Educational Facilities

1.     Proper Infrastructure:
Safe, clean, and spacious buildings are necessary for education, where students can study without fear or discomfort. These include classrooms, offices, and administrative spaces.

2.     Library:
Books and research materials are critical for academic advancement. A well-stocked library in madrasas meets students’ intellectual needs.

3.     Playgrounds:
Physical health is vital for educational excellence. Islam considers a healthy body important for serving the religion.

4.     Light and Air:
Well-lit and ventilated environments improve focus and student health. Natural light and fresh air enhance learning experiences.

NEP 2020 recommends the establishment and enhancement of modern facilities in educational institutions. It encourages improvements in infrastructure within madrasas to elevate the overall quality of education.

Concluding Remarks

The curriculum is not merely an academic framework but a civilizational manifesto. Its development ensures not only academic success but also the formation of a virtuous, purposeful, and dynamic Islamic society. It is essential to center Islamic values, contemporary demands, and intellectual harmony in curriculum design, enabling the all human being and  Ummah to attain excellence in both this world and the Hereafter.

References:

1.     The Holy Qur’an

2.     Hadith (Sahih al-Bukhari, Sahih Muslim)

3.     Ibn Baz, Abdul Aziz. Principles of Education and Training, Riyadh, 2010

4.     Al-Uthaymeen, Salih. The Wisdom of Religious Education, Jeddah, 2012

5.     Abul Kalam Azad. Education and Civilization, Delhi, 1935

6.     Shibli Nomani. Maqalat-e-Shibli, Lucknow, 1920

7.     Ministry of Education, India. National Education Policy 2020, New Delhi, 2020

8.     Dr. Mahmood Ahmad Shauq, Tatawwur al-Manahij al-Dirasiyyah

9.     Abdul Rahman Salih, Al-Manhaj al-Dirasi

10. Dr. Abdul Latif Fuad, Al-Manahij: Asasuha wa Tanzimuha wa Taqwim Athariha