Preserving Islamic identity through madrasah education among muslim youth in Southern Philippines

Abstract

This study examines the significance of madrasah education in preserving the Islamic identity of Muslim youth in the southern Philippines, an area facing numerous challenges, including social marginalization, inadequate government support, and the growing influence of secular influences. In this context, madrasahs are not just institutions where young Muslims learn religious knowledge; they are also vital spaces where they develop a strong sense of religious identity. The main goal of the study is to understand the role of madrasah education in shaping the religious awareness, orientation, and daily lives of young Muslims, especially as a religious minority. The study builds on the theoretical insights of Masquelier and Soares (2016) in Muslim Youth and the 9/11 Generation, particularly the idea of a self-aware generation of Muslim youth influenced by both global and local forces. Their concept highlights how Muslim youth actively engage in self-fashioning, constructing and expressing their religious identity as a response to social challenges. This research employs a qualitative design, collecting data through virtual interviews and focus group discussions with students, teachers (ustadz), and local stakeholders involved in madrasah education. The findings show that madrasahs play a key role in shaping Islamic identity by teaching core beliefs, moral discipline, and religious obligations. They also offer a supportive environment where young Muslims develop a sense of belonging, purpose, and confidence in living according to Islamic values. However, the study also found that madrasahs still face certain issues, including limited resources, low integration with the national education system, and negative stereotypes in the wider society. Despite these challenges, madrasahs are highly valued by the community and are still adapting to meet the needs of the younger generation. This research contributes to the broader discussion on Islamic education in Southeast Asia, especially among minority Muslims, and highlights that madrasah systems should be community-based while remaining flexible to the demands of the modern world.