Impact of Islamic Education on Children's Identity
This thesis investigates the impact of an educational intervention, in the form of Islamic workshops, on the development and reinforcement of social identity within the Muslim community among students aged 7 to 9. The study employs an observation-based methodology to evaluate changes in students’ responses to real-life scenarios before and after each workshop session. The findings reveal that the Islamic education had a positive impact on the students’ understanding and application of Islamic values, as well as their sense of belonging to the Muslim community. The changes in students’ responses to various scenarios demonstrate a growing internalization of Islamic values and a stronger identification with the Muslim community. The study’s findings are interpreted through the lens of social identity theory, sociocultural theory, moral development theory, and transformative learning theory, providing a theoretical framework for understanding the impact of Islamic education on children’s identity formation.
The results have important implications for educators, parents, and policymakers who are interested in promoting the well-being and positive development of Muslim children, highlighting the potential for targeted educational interventions to support the development of a strong and positive sense of Muslim identity among young students. The study underscores the importance of incorporating culturally relevant content and engaging students in meaningful discussions about their faith and its relevance to their lives. The findings contribute to the growing body of research on the role of religious education in shaping the identity of young children and emphasize the importance of investing in the spiritual, moral, and social development of Muslim children.
History
Language
- English
Publication Year
- 2024
License statement
© The author. The author has granted HBKU and Qatar Foundation a non-exclusive, worldwide, perpetual, irrevocable, royalty-free license to reproduce, display and distribute the manuscript in whole or in part in any form to be posted in digital or print format and made available to the public at no charge. Unless otherwise specified in the copyright statement or the metadata, all rights are reserved by the copyright holder. For permission to reuse content, please contact the author.Institution affiliated with
- Hamad Bin Khalifa University
- College of Public Policy - HBKU
Degree Date
- 2024
Degree Type
- Master's