The gradual Islamisation of teacher education: Current trends and future implications in global inclusive education policy

Abstract

This research analyzes the current trends and future implications of the gradual Islamisation of teacher education within the context of global inclusive education policy. The review examines the integration of Islamic principles and values into teacher education curricula and practices, aiming to identify opportunities and challenges associated with this process and its impact on inclusive education goals. By synthesizing findings from various studies, the review informs policymakers, educators, and stakeholders about the complex dynamics of Islamisation in teacher education and its implications for promoting inclusive and equitable educational systems globally. A rigorous and comprehensive methodology was employed, including a systematic search strategy across databases such as PubMed, ERIC, and Google Scholar, alongside hand-searching relevant journals and reference lists. Inclusion criteria focused on studies addressing the integration of Islamic principles into teacher education and their implications for inclusive education policies, while non-English studies were excluded. Data extraction and thematic analysis identified key patterns and trends across the selected studies. The review highlights a growing trend towards the Islamisation of teacher education in regions such as Malaysia, Pakistan, and Saudi Arabia, resulting in significant curricular and pedagogical changes. It identifies both opportunities, such as promoting cultural sensitivity and ethical development, and challenges, including concerns about inclusivity, academic freedom, and the marginalization of non-Muslim students. The need for further research is emphasized, particularly longitudinal studies on the long-term effects of Islamisation, comparative research across different regions, and interdisciplinary studies on identity intersectionality in Islamised educational settings. The findings underscore the importance of nuanced, contextually sensitive policies that align Islamisation efforts with inclusive education goals, ensuring respect for all students' rights and beliefs. For educators, professional development is crucial for integrating Islamic values effectively while fostering inclusive learning environments. Researchers are encouraged to address existing gaps to develop evidence-based policies promoting inclusive and equitable education for diverse cultural and religious backgrounds.. Research Highlights: Global Trends in Islamisation: The Research reveals a notable global trend towards the integration of Islamic principles and values into teacher education curricula and practices across diverse regions. Opportunities and Challenges: The review identifies both opportunities and challenges associated with the Islamisation of teacher education. Implications for Inclusive Education: The findings carry significant implications for policymakers, educators, and researchers involved in inclusive education.