Exploring of public perceptions of Islamic education’s role in promoting peace and social cohesion in post-conflict Afghanistan

Abstract

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.