The level of attention given to the subject of "religion" or Islamic education varies across Arab educational systems. However, in the face of an aggressive secularist and Westernizing wave, this valuable subject is no longer receiving the same level of attention as subjects like science, mathematics, and foreign languages.
In some Arab and Islamic countries, Islamic education is treated as a subject that does not contribute to a student's final grade at the end of the year. Few hours are allocated for teaching it, and it is often placed at the end of the school day, as though it is a marginal or secondary subject of little benefit. This occurs despite its foundational role in shaping a student’s morals and upbringing in the correct manner.
Other countries, under the guise of what is called "development," have replaced religious content with "values" education, turning it into a subject reflecting all heavenly religions. Others have reduced the scope and content of Islamic studies by merging six key subjects—Qur'an, Tajweed (recitation rules), Tawheed (monotheism), Fiqh (jurisprudence), Hadith, and Tafsir (exegesis)—into a single subject taught by one teacher.
On the other hand, some countries show significant interest in religion and ethics education. Turkey, for example, has increased the number of religious education hours across all stages of primary, preparatory, and secondary education to a total of 16 hours per month.
This discussion is not about quantity—number of hours, whether the subject contributes to grades, or whether it is a pass-or-fail subject. Rather, it is a heartfelt conversation about the importance of Islamic education, the necessity of honoring this religion in the hearts of our children from a young age, and instilling its teachings and ethics both in word and in deed. The aim is to transform the Islamic studies class into a moral and intellectual forum, and a sanctuary for all that is good and valuable.
If the intentions are sincere and the administrators perform their duties diligently, the educational system can turn Islamic studies into a nurturing environment—a practical lab for training, awareness, and learning the obligations of Islam. Students can come to understand its limits and rulings and how to address various issues according to the principles and rules of this religion, which came to guide people from darkness into light.
We have a living example of this: a private school in Upper Egypt, southern Egypt, conducted Islamic studies classes inside a small mosque on the school grounds. During these lessons, the teacher teaches students how to perform ablution, pray correctly, and read and memorize the Qur'an. The schedule also includes time for Dhuhr prayer and a break to eat while learning the manners and Sunnah of eating in Islam.
Other successful experiences involve training students on the Hajj ritual through practical simulation, with a model of the Kaaba being created. Students are taught the pillars of Hajj, including Tawaf (circumambulation) and Sa’i (walking between Safa and Marwah), while explaining the conditions and rewards of performing the fifth pillar of Islam for those able to do so. This nurtures a longing for the House of Allah in the hearts of students, connecting their minds and souls to the holy sanctuaries and turning their focus and actions toward Allah.
In Saudi Arabia, a teacher took his students to a mortuary several years ago, delivering a practical lesson on how to wash and shroud a deceased person, and teaching them how to perform the funeral prayer. The lesson was presented in a simple and engaging manner, linking Islamic studies to real life and educating students about their religion.
Similarly, another teacher took his students to a hospital to visit drug addiction patients, educating them on the dangers and consequences of this growing issue among youth, as well as the Islamic ruling on consuming intoxicants. A third teacher arranged for his students to visit an Eid prayer ground after coordinating with relevant authorities. There, students learned the Sunnahs and manners of Eid, what is recommended for Muslims on this day, and the virtue of bringing joy to children, orphans, and others. This hands-on lesson showed students the greatness of Islam and the unity of Muslims in their rituals, prayers, and celebrations.
In the same way, Islamic studies can be transformed into a practical reality—a nurturing, moral, and jurisprudential environment that moves students from the pages of textbooks to action and application. It can help them emulate the Sunnah of the Prophet Muhammad (peace and blessings be upon him) through real-life experiences, situations, and jurisprudential exercises that teach them how to behave, act, and speak correctly.
The subject of religion is no less important than the sciences, for which laboratories are built and experiments are conducted. In fact, it holds a greater status and significance because it can produce sound minds and pure hearts. It is a seed that must be planted in the hearts of children from an early age so that their hearts remain attached to Allah, observing Him in all their affairs. As the hadith states, “Ihsan is to worship Allah as if you see Him, and if you do not achieve this state of devotion, then (take it for granted that) Allah sees you” (narrated by Muslim).
I will not speak about the role of religion in strengthening identity and promoting values and ethics, for this is self-evident. Instead, I will highlight the material and economic benefits to society of prioritizing religious education and making it the most esteemed and significant subject—a subject that determines success, failure, and even progression in school. Societies will save significant resources by protecting young generations from corruption, bribery, cheating, hoarding, wasting public funds, violence, extremism, indecency, and immorality. How much could state budgets and economies benefit from eliminating these crimes?
How much wealth and prosperity will our countries achieve by enhancing the religious component in the hearts of people? The moral and ethical standards will rise, fostering values of hard work, sincerity, dedication, honesty, and respect for Shari’ah and the law. The word of truth and conscience will prevail, and the weak and oppressed will be supported.
How much will we gain economically, socially, and politically if we stop the spread of social ills such as addiction, rape, harassment, atheism, divorce, and family disintegration? Social peace and security will be firmly established.
In light of the above, are we not in urgent need of the Islamic studies class?
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