Abdillah, A. MughziYahaya, Nasir2024-08-152024-08-1520242024-08-15https://hdl.handle.net/20.500.14576/279The acceptance of the Qur’an as a unified text with acceptable variations in its recitation is evident and clear to all Muslims. For centuries, Muslims have preserved the Qur’an in multiple ways, including through Qur’anic competitions popularly known as Musabaqah. However, the Malaysian government took the initiative to organize the Musābaqah at the international level in 1961 with the goal of instilling enthusiasm and motivation in Muslims for the constant companionship of the Qur’an. The phenomenon spread to various parts of the globe. Nigeria, being a Muslim-dominated country, has joined the trend of organizing Musabaqah competitions across the nation since 1986. The event was managed and supervised by Usmanu Dan Fodio University, which successfully initiated several categories for Musabaqah participants to compete in. Interestingly, the international inclusion of the Qirāʾāt competition in Saudi Arabia in 2023 led to the introduction of a novel approach to the Nigerian Musābaqah. The new approach requires mastery of the seven recitations (Qirāʾāts) and their narrations (Riwāyats). By utilizing a qualitative research approach and interviewing individuals who have experience and knowledge of Musābaqah, this research explores Musābaqah's contribution to Qirāʾāt learning among its participants in Kaduna State of Nigeria, the historical development of Qirāʾāt in Northern Nigeria, and the unique ways and methods of teaching Qirāʾāt in the state. The findings show that Qirāʾāt knowledge flourished and developed through a series of phases before and after colonialism. This includes the Islamization of the Hausa Emirates, scholars' visits and migration, the establishment of traditional Qur’anic schools, and the strong relationship between the Hausa Emirates and the Islamic world. Interestingly, the inclusion of Qirāʾāt in the competition in 2023 has a positive impact on the state. First, it led to the establishment of more Qur’anic centers; it served as a source of inspiration for educational institutions and both local and international non-governmental organizations (NGOs) that focus on organizing Qur’anic competitions in the region; it serves as a significant factor that motivates individuals to actively engage in learning the science; and it familiarizes the Musābaqah participants with various disciplines associated with the Qur’an. Furthermore, the study identifies several approaches used by Kaduna State's Qirāʾāt teachers in teaching Qirāʾāt. These approaches include Talqin, Tasmi', individual and group recitation, Musaffah group practice, and Qur’anic camping, all of which aim to enhance students' memorization of the Qur’an and the Shātibiyya book. The study identifies inadequate financial support, incorrect planning or timing, inadequate Qirāʾāt teachers, a lack of a unified syllabus, marriage, and a lack of uniformity as challenges related to Musābaqah and Qirāʾāt learning in the state. The study suggests the development of a unified syllabus, organizing both online and offline seminars and workshops, and establishing new regulations that limit the age of participation in each category and prohibit competitors from forging another state's identity.enAll Rights ReservedMusābaqahQirāʾātMusābaqah ParticipantsNorthern NigeriaThesisNIDN2010109104KODEPRODI76103#Islamic StudiesNIM01212220001