PEDAGOGY OF MODERATION : A COMPARATIVE STUDY OF ISLAMIC EDUCATION CURRICULA IN EGYPT, INDONESIA, AND THE UNITED KINGDOM
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Islamic Education, Moderation, Global Citizenship
Abstract
This study examines the “Pedagogy of Moderation” as reflected in Islamic education curricula in Egypt, Indonesia, and the United Kingdom, three contexts that represent distinct historical, political, and pedagogical traditions. The research is grounded in the concern that contemporary Islamic education faces increasing pressure to cultivate balanced religious understanding while navigating ideological polarization, identity politics, and growing global interconnectivity. A clearer comparative understanding is required to evaluate how different educational systems translate moderation into curricular objectives, instructional strategies, and competency outcomes. The study aims to identify the conceptual foundations, pedagogical orientations, and policy frameworks that shape the integration of moderation values across the three countries’ curricula. Using a qualitative comparative case study design, the research employs document analysis of national Islamic education curricula, thematic coding of policy texts, and expert interviews with curriculum developers and Islamic education scholars in each country. The findings indicate substantial variation in how moderation is framed: Egypt emphasizes jurisprudential stability grounded in Al-Azhar’s authoritative tradition; Indonesia situates moderation within pluralistic civic nationhood and interfaith harmony; the United Kingdom adopts a critical-dialogical approach that integrates moderation with intercultural citizenship and counter-extremism education. Despite these differences, all three systems share a common shift toward reflective pedagogy, dialogical learning, and competency-based frameworks that promote ethical discernment and social cohesion. The study concludes that the Pedagogy of Moderation requires not only doctrinal balance, but also a transformative educational paradigm that integrates critical inquiry, contextual interpretation, and global citizenship competencies. This comparative analysis contributes to strengthening theoretical clarity and guiding future curriculum reform in Islamic education.
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Copyright (c) 2025 Syarifatul Hayati Zarfi, Mona Abdallah, James Smith
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