Embedding Islamic Values in Pakistan’s Educational Framework: Historical, Legal, and Pedagogical Perspectives

Abstract

This study explores the integration of Islamic values within Pakistan’s educational framework by examining its historical evolution, constitutional underpinnings, and pedagogical implications. The research highlights that Pakistan, founded as an ideological state, envisioned an education system rooted in Islamic principles to ensure not only intellectual but also moral and spiritual development of the youth. Beginning with post-independence educational conferences (1947–1956) and the 1959 Education Commission Report, efforts were made to institutionalize Islamic teachings as a compulsory component of the curriculum. The constitutional milestone of 1973, particularly Article 31, placed a binding responsibility on the state to provide education in accordance with the Qur’an and Sunnah. Subsequent reforms, especially during General Zia-ul-Haq’s era, reinforced the inclusion of Qur’anic studies, Seerat-un-Nabi (ﷺ), Islamic history, and ethics at all educational levels. The study also examines contemporary reforms that seek to harmonize Islamic teachings with modern scientific and technical education to provide a balanced curriculum. However, several challenges persist, including a shortage of trained teachers, inconsistent curriculum policies, sectarian differences, and limited financial resources. The paper concludes that a coherent, standardized, and pedagogically sound approach is required to strengthen the role of Islamic education in shaping socially responsible, morally upright, and intellectually capable citizens.

Keywords: Pakistan Education System, Islamic Curriculum, Article 31, Seerat-un-Nabi, Educational Reforms, Curriculum Challenges, Ideological State, Moral Development