Succumbing to absolute neglect, the Tsangaya system faces many avoidable problems. Most of the attempts made by some administrations to address these problems appeared to have been narrowed down to either abolishing the system or blending it with alien elements. The beautiful aspects of the system appeared to have been ignored. This paper, generating data from interviews and document analyses, attempts to bring out some of the ignored features of the Tsangaya system, the problems it faces and suggestions for a sustainable reform. The aim is to bring into light some aspects of the system which risks being lost amidst the blind attacks against Tsangaya and the way for a feasible and sustainable reform. The reason for selecting this topic is the present attempts being made to reform the Tsangaya system in Nigeria. The paper reveals that aspects such as student/teacher relationship, class management and control, assessment of student's academic performance, etc. are beautiful features of the system which the conventional education system could borrow and integrate. A holistic approach, including recognising the noble status of the system as the custodian of the Qur’an, its teachers and students, is suggested in order to realise a sustainable and feasible reform.

Extremism and radicalisation are not a new phenomenon in Afghanistan. Since the end of Soviet occupation in 1989, Afghanistan underwent several phases of challenges, either in the form of political instability, economic crisis, civil war, or foreign intervention due to geopolitical interests. One of the most challenging problems that Afghanistan has been facing is the threat of extremism and radicalisation resulting from multivariate factors. Extremist ideologies such as Salafi-jihadism, the presence of radical ideologues, and foreign intervention inside Afghanistan has intensified the challenge of extremism and radicalisation. In light of this reality, this article seeks to analyse how the government of Afghanistan deals with the problem of extremism and radicalisation in their midst through an educative approach or educational programs that they implement in higher learning institutions. Specifically, this article seeks to examine to what extent the implementation of a nation-building module known as ‘The Islamic Moral System Module (I.M.S.M.) has been effective in mitigating the problem of extremism, radicalisation and, at the same time, nation-building in post-war Afghanistan. Using mixed methods, the article looks into the implementation of IMSM on undergraduate students at Balkh University in Afghanistan between 2017 and 2020. The implementation of the IMSM module indicates that the educative approach produced positive results in nation-building. However, the educative approach needs to be tailored according to the nature of the challenge and context of the historical background of the country.

The study aimed to identify the degree of Parents’ practice of methods of setting examples, lessons, and sermons included in Islamic educational thought from the point of view of university children. This is related to some variables, such as gender, academic specialization, and study stage, where the researcher followed the Descriptive analytical method. By applying the questionnaire consisting of (15) items, which served as a tool for the study and which was applied to (2500) male and female students from various Jordanian universities in the second semester of the academic year (2023/2024), the study concluded, after conducting appropriate statistical treatments, to the level of parents’ practice of educational methods in general. He came with a degree high on the scale as a whole, with an arithmetic mean of (3.94) and a standard deviation of (0.64). The results also showed that there were no statistically significant differences attributable to the variables of the study, namely the variables of gender (males, females), the variable of the type of student’s academic specialization (scientific, humanities), and the academic stage variable. For students (intermediate diploma and bachelor’s degree).

This study examines the implementation of religious moderation values in Islamic religious education at SMK TI Bali Global Klungkung. Through a qualitative approach, the main finding of this research is the identification of ten religious moderation values being implemented: justice, balance, tolerance, centrism, love for the country, deliberation, improvement, pioneering, non-violence, and cultural friendliness. The implementation is achieved by integrating these values into the curriculum, evaluation techniques, and daily life practices, as well as through habituation and exemplification. The results have positive implications, such as establishing harmonious relationships between Muslim students and the community, increasing student achievement and creativity, and boosting the number of Muslim students in the school. The findings align with the concept of moderation in Islam, behavioristic theory, and expert opinions on religious moderation as a solution to the problem of radicalism. This research contributes to forming students with moderate, tolerant, fair, balanced, and non-violent characters who can adapt to a pluralistic environment following the objectives of Islamic education. The limitation of this study is that its scope is confined to one school.

This research aims to examine the influence of self-management and empathy on the tendency of bullying behavior among teenage students through the mediating role of the school well-being variable for students in the three largest Islamic boarding schools in Jember Regency, East Survey Province. This research is a non-experimental quantitative research with a survey design. A total of 160 randomly selected students participated in this survey research. The data that has been collected is then analyzed using the WARP PLS 7 application and the IBM Statistical Package for Social Science (SPSS) version 23 application. The analysis results using WARP PLS 7. Found values that show that: 1) self-management influences the sixth tendency of bullying through school. Well-Being is 13.5%. This result means that the higher the student’s self-control, demonstrated by the ability to control their emotions when teased by friends, the better the social relations between students, teachers, and school employees, which will impact their behavior in avoiding the use of bad words. Put down friends you do not like. 2) empathy influences the tendency for bullying behavior through School Well Being by 23.8%. This result means that the higher the perspective shown by the attitude of trying to see a problem from another person’s point of view, the better the social relations between students and teachers and school employees so that it has an impact on behavior to avoid using bad words to demean friends who are not liked.