The Impact of Islamic Educational Philosophy on Youth Development in Bangladesh
DOI:
https://doi.org/10.5281/zenodo.20026141Keywords:
Islamic educational philosophy, youth development, Bangladesh, madrasah education, character formation, moral development, positive youth developmentAbstract
Islamic educational philosophy has shaped moral landscapes, social identities, and civic values in Muslim-majority societies for over fourteen centuries. In Bangladesh, a nation where approximately 91% of the population identifies as Muslim (Bangladesh Bureau of Statistics, 2022) and where a dual educational system of modern secular and traditional Islamic (madrasah) institutions coexists, understanding how this philosophical tradition is associated with youth development is both academically urgent and socially consequential. This study investigates the relationship between Islamic educational philosophy and the moral, social, leadership, and identity development of Bangladeshi youth aged 14–25. Employing a convergent parallel mixed-methods design, the research draws on survey data collected from 320 students (160 male, 160 female) across six educational institutions in Dhaka, Comilla, and Sylhet, supplemented by semi-structured interviews with 24 educators and 12 Islamic scholars. Thematic analysis of qualitative data and descriptive-inferential statistical analysis of quantitative data reveal that engagement with Islamic educational philosophy is significantly and positively associated with moral reasoning, prosocial behaviour, and civic identity among Bangladeshi youth. Specifically, institutions integrating Quranic epistemology with modern pedagogy demonstrate stronger outcomes across all five measured developmental dimensions. However, persistent challenges, including curriculum rigidity, gendered access disparities, and a perceived tension between Islamic credentials and employment markets, constrain the full transformative potential of the tradition. The study concludes with evidence-based recommendations for curriculum reform, policy integration, and teacher professional development.
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