Education, at its core, is never just about literacy and numeracy. It is about shaping human beings who can think, act, and live ethically. Around the world, policymakers are asking schools to produce not just clever minds, but compassionate citizens. In this conversation, Islamic moral values—rooted in adab(etiquette), amanah (trust), rahma (mercy), and ‘adl (justice)—offer a deep well of experience and practice. The question is not whether these values belong in modern classrooms, but how they can be integrated without compromising diversity and academic rigor.
This is not a new thought in global education. In 2019, Audrey Azoulay, Director-General of UNESCO, said: “Because if hatred starts with words, peace starts with education. What we learn changes how we view the world and influences how we treat others.” Her statement could easily have been drawn from centuries of Islamic scholarship, where moral education has always gone hand in hand with intellectual training.
For Dr. Ahmed Al-Tayeb, the Grand Imam of Al-Azhar, the link between faith and coexistence is non-negotiable. In a 2022 public lecture, he stressed: “Education is the gateway to dialogue, tolerance, and coexistence. Without it, we risk producing minds that are informed but hearts that are hardened.” Al-Azhar, one of the oldest Islamic universities in the world, has restructured parts of its curriculum to ensure that Qur’anic studies are paired with modules on civic responsibility and peaceful coexistence.
The objective of Integrating Islamic Moral Values into Global Curricula: Lessons from Al-Azhar and UNESCO is a real-life application of such integration can be seen in Indonesia’s Moderasi Beragama (Religious Moderation) policy. The Ministry of Religious Affairs there has embedded tolerance and civic ethics into the Islamic school curriculum. This is not a dilution of religion—it is a recognition that Islamic moral values are universal enough to strengthen democratic life.
I spoke to Professor Abdullah bin Bayyah, an internationally respected Islamic scholar known for his work on promoting tolerance, during a recorded panel discussion in Abu Dhabi. He explained that Islamic values like sabr (patience) and ihsan (excellence) are not only spiritually uplifting but also socially stabilizing. “A tolerant society is not built by ignoring differences, but by managing them with justice and compassion,” he said.
Teachers, however, are the make-or-break factor in this integration. Fatima Ibrahim, a Nigerian Islamic studies teacher I interviewed in Lagos, told me: “The curriculum can be perfect on paper, but if teachers lack the training to bring it alive, it remains theory. We need professional development that combines pedagogy with faith literacy.”Her point aligns with research from UNESCO’s Global Education Monitoring Report, which highlights the urgent need for teacher training in values education.
The integration of Islamic moral values into global curricula is not about creating religious classrooms—it is about enriching mainstream education with ethical tools that help young people navigate life with integrity. When implemented thoughtfully, such integration can bridge divides, reduce prejudice, and produce graduates who are both skilled and principled.
The challenge, of course, lies in execution. Governments and education boards must create frameworks that respect pluralism while recognizing the contributions faith-based values can make to civic life. The world does not lack for examples—Al-Azhar’s reforms, Indonesia’s national policy, and UAE’s tolerance curriculum all prove that it is possible.
As UNESCO’s Azoulay reminds us, peace begins with education. If that education is infused with the best of Islamic moral tradition, then we are not only preparing students for jobs—we are preparing them for life.
