Reimagining Madrassa Education: Integrating Constructivist and Islamic Philosophies with Project-Based Learning

Abstract

In Pakistan, madrassa education is mainly based on rote memorisation and doesn't focus much on reflective, student-centered learning. Many discussions about reform have focused on changing the curriculum or politics within schools, but very few have looked into the teaching methods used in madrassas. This article fills that gap by looking at how Islamic educational philosophy and constructivist learning theories can work together to create a framework for project-based learning (PBL) in madrassas. A conceptual review of both traditions shows that there are significant similarities. For example, inquiry-based learning is similar to Qur'ānic calls for tadabbur (reflection), deep understanding is identical to tafaqquh, and problem-solving is similar to ijtihād. The paper presents a theoretical model of "Constructivist PBL within Islamic Epistemology," emphasising experiential projects that integrate contemporary skills with Islamic values. This method goes against the idea that rote memorisation is the best way to learn and shows how madrassas can turn out graduates who can think critically, find jobs, and gain spiritual insight. The article ends with a suggestion to try out some changes in a few madrassas as a first step towards reform. This article is part of a larger doctoral research project at the International Institute of Islamic Thought and Civilisation (ISTAC-IIUM). It looks into constructivist ways to mix modern and traditional education in Pakistani madrassas.

Keywords: Madrassa Education, Project-Based Learning (PBL), Constructivist Learning, Islamic Epistemology, Educational Reform, Inquiry-Based Learning