Issues in the Islamic Education Curriculum in the Modern Era

Abstract

The advancement of science and technology in the modern era has significantly impacted various aspects of life, including the educational system. As an integral part of the national education system, Islamic education is required to continuously adapt in order to remain relevant amidst the rapid changes of the times. The curriculum, being the core component of the educational process, must be reviewed and developed to address global challenges while preserving the fundamental values of Islamic teachings. The current era, characterized by technological progress, globalization, and dynamic social change, demands that Islamic education remain both relevant and functional. In this context, the development of the Islamic education curriculum has become a strategic issue—not only in terms of transforming content and teaching methods, but also in integrating Islamic values with 21st-century competencies. Key challenges include the gap between traditional curricula and real-world needs, the lack of pedagogical innovation, and limited resources to support educational modernization. In practice, curriculum development in Islamic education continues to face issues such as the dichotomy between religious and secular sciences, insufficient integration of Islamic values into contextual learning, and a lack of innovation in instructional methods. Moreover, external challenges such as secularization, the dominance of foreign cultural influences, and moral crises among the younger generation pose serious threats that must be addressed through targeted curriculum reforms. Therefore, a holistic, contextual, and responsive approach to curriculum development is essential—one that adapts to contemporary changes without compromising the core principles of Islam. Research and in-depth studies on this issue are crucial in formulating effective strategies for developing a curriculum that is adaptive, morally grounded, and capable of producing a generation of Muslims who are intellectually, spiritually, and socially competent.