Universitas Islam Internasional Indonesia Repository
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Traditional Islamic education, modern Western schooling and the urban Muslim identity : navigating the past and present
Mustafa, Saira; Ali, Mohsin (Multitech Publisher, 2025-11-24)
This research tries to present Islamic and modern education in integrated methods with special reference to maintaining Islamic values in contemporary learning. In earlier times, the institution of Islamic education took place with great fervour at Al-Azhar, Darul Uloom, among other great educational centers. The colonizing process, along with the tides of globalization, however, destroyed the traditions. Examples of how religious and secular curricula have been balanced in countries studied include Malaysia's International Islamic University and Imam Hatip schools in Turkey. This sort of integrated education may help build robust identities that balance belief with vocational expectations. Yet the different sources of finance, societal perceptions, and curriculum development particularly in the diaspora and western environments remain some of the biggest challenges that must be brought into policy, education provision and community engagement together. The underlying message of this research is that integrating Islamic values into mainstream contemporary knowledge and practice will equip students with the skills needed to face a global world without losing their religious identity. The integrated education thus plays a significant role in the dialogue between cultures and in the continuity of Islamic values, proving its validity within an ever-changing world.
The reception of maqasid al-shariah in Islamic finance reforms : a comparative study of Indonesia and Morocco
Mustafa, Saira; Ali, Mohsin (Center of Islamic Finance, COMSATS University Islamabad, 2025-12-29)
This analogy shows that Indonesia and Morocco are each applying maqasid al-Shariah to the same Islamic financial reforms but differently because of their social, political, legal and religious environments. Indonesia focuses on social justice, financial inclusion and institutional development, whereas Morocco focuses on stability, community trust and wary integration. Nonetheless, the reforms are justified by maqasid that serve as an ethical binding force, ensuring they adhere to the Islamic mandate. The contribution of maqasid towards shaping the structure of ethical financial systems cannot be overstated, but equally important is fostering a culture of trust and institutional credibility in people. Such comparative studies are beneficial to policymakers and even researchers. It is evident that the way to Islamic finance reform is not easy. The reforms should represent the local realities. Further studies might also examine the long-term effects of such legal regimes on financial inclusion, protection, and economic development among consumers. This will bring us a step forward in understanding how Islamic finance can truly be principled and practical as it relates to local situations but is concerned with economic issues in the context of the modern world.
Financing Sustainability through Faith: The Role of Green Sukuk in Islamic Environmental Ethics
Mustafa, Saira; Ibrahim, Arifa (Multitech Publisher, 2026-02-05)
One of the most important moral issues affecting the Muslim world is environmental degradation, which requires an examination of the Islamic teachings’ emphasis on human responsibility to the natural world. This article examines how Green Sukuk combines contemporary sustainability principles with Islamic environmental ethics to function as a faith- based financial tool for advancing sustainable development. The study uses a qualitative, library-based analysis to look at the framework of maqasid al-shari‘ah, specifically the preservation of life, wealth, and the environment, as well as Quranic ideas like khalifah (stewardship), amanah (trust), and mizan (balance). Findings indicate that by coordinating economic activity with moral and ecological accountability, Green Sukuk not only encourages investments that are environmentally conscious but also operationalizes Islamic ethical principles. The study concludes that Green Sukuk is useful. Findings suggests that by coordinating economic activity with moral and ecological accountability. Green Sukuk not only encourages investments which are environmentally conscious but also operationalizes Islamic ethical principles. The study concludes that Green Sukuk is a workable example of using faith to finance sustainability, completing the gap between Islamic finance and environmental ethics and providing a means of achieving both ecological and spiritual well-being.
Education policy as a recursive system of gendered power : evidence from post-2021 educational restrictions in Afghanistan
Nasiri, Bibi Zainab (Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD), 2026-04-25)
This study examines how education policy in Afghanistan operates as a system of gendered power following the 2021 policy restrictions, focusing on how these policies shape educational access, lived experiences, and adaptive responses among girls. The study employs a qualitative multi-level design, integrating semi-structured interviews with female students and teachers alongside documentary analysis of policy measures and international reports. Data were analyzed using reflexive thematic analysis supported by cross-source triangulation. The findings reveal that education policy functions as a recursive system in which institutional inequality and religious legitimation reinforce one another, producing psychological and socio-economic consequences. At the same time, participants demonstrate adaptive and resistant forms of agency, including informal and community-based learning practices. These dynamics indicate that exclusion, experience, and resistance are co-constitutive rather than sequential processes. The study contributes to theory by advancing a multi-level framework linking policy, lived experience, and agency. However, the relatively small sample size and limited access to policymakers constrain broader empirical generalization. This study offers a novel conceptualization of education policy as a recursive system of gendered power. By integrating social justice, community empowerment, and policy analysis, it provides a theoretically grounded and empirically supported framework for understanding educational exclusion in restrictive contexts.
Exploring of public perceptions of Islamic education’s role in promoting peace and social cohesion in post-conflict Afghanistan
Nasiri, Bibi Zainab (Riphah International University, 2025-12-31)
This study examines how the public perceives the role of Islamic education in fostering peace and social cohesion in post-conflict Afghanistan. Data were gathered through semi-structured interviews with five carefully chosen participants, comprising educators, community leaders, and civil society representatives, utilizing a qualitative approach. Thematic analysis was conducted on the responses to uncover significant values and issues of Islamic teachings and their relevance in Afghan society. Our results show that Islamic education is fundamentally seen as moral education (that is, education that helps participants suppress violence, choose cooperation, and behave properly), based on Qur'anic principles of sulh (peace), ukhuwwah (brotherhood), and adl (justice). Participants articulated the significance of having religious leaders and educators who will provide direction for their communities. Participants evidenced alarm that religious education piece could be utilized for political exploitation and extremism. The results suggest that Islamic education could serve as an important tool to enhance the notion of peace and national unity, provided it is implemented inclusively and without ideological influences. The results provide useful guidance to educators, policy and decision makers, and religious organizations in their efforts to transform Islamic education to foster a more peaceful Afghan society.