Interdisciplinary of Education cuts across various disciplines in education profession. It is managed by the Faculty of Education and published twice a year by Islamic University in Uganda. Open Access There are no fees payable to submit or publish in this journal. All articles in IJE can be accessed openly. Aims and Scope Interdisciplinary Journal of Education aims at generating and disseminating scientific knowledge among researchers, practitioners, administrators and policy makers so as to strengthen capacity; improve the quality of teaching and learning in educational institutions; and champion social transformation through educational reform. The journal welcomes empirical and theoretical articles on the theory and practice of education locally and internationally. Scholars are invited to submit manuscripts on topics in the following disciplines: Educational Psychology, Research and Evaluation History, Philosophy and Sociology of Education Curriculum and Instruction Educational Management and Administration Islamic and Comparative Education
Towards Improvement of Private Qur’an / Arabic School Settings in the 21st Century in Lagos State
The integration of Information and communication Technology (ICT) into various aspects of human life has brought improvement and development. The Qur’anic/Arabic schools in different parts of the world are moving toward modern technology to meet the global educational requirements for 21st century. The study examined and evaluated the application of Information and Communication Technology (ICT) in the modern private Qur’anic/Arabic school system in Lagos State, Nigeria. Understanding the extent and effectiveness of ICT in the Qur’anic schools is a crucial instrument to prepare students for future challenges. A descriptive survey research design was adopted with the use of a quantitative approach to determine the level of awareness of ICT in Qur’anic schools, willingness to adopt the modern technologies in teaching and learning and challenges encountered while using the ICT. Data was collected through questionnaire and analysed with Likert’s scale. A total number of one hundred (100) staffs were randomly selected from various Qur’anic schools in Lagos State. The research revealed among others that the level of the awareness and application of ICT are very low across the Qur’anic schools. While various challenges were also identified, which included lack of skills in information technology, inadequacy of ICT devices and shortage of funds to acquire ICT gadgets. Based on the findings the paper recommended, among others, that everyone should equip himself with skills of Information and Communication Technology for the contemporary needs, and the skills of ICT should be brought into Qur’anic / Arabic schools to promote teaching and learning effectively for the need of 21st century.
Copyright (c) 2026 https://creativecommons.org/licenses/by-nd/4.0
Supportive Leadership and Psychological Safety of Teachers in Secondary Schools in Kayunga District, Uganda
Psychological safety is increasingly recognised as an important factor in promoting teachers’ wellbeing, collaboration, and effectiveness in schools. In secondary schools, head teachers’ supportive leadership practices may influence the extent to which teachers feel psychologically safe in their work environment. Therefore, this study investigated how head teachers’ supportive leadership influenced psychological safety of teachers in secondary schools in Kayunga District, Uganda. Specifically, the study examined the influence of supportive leadership in terms of empowerment, inspiration, fair treatment and recognition on psychological safety of teachers. Using the quantitative approach, the study employed correlational research design. Data were collected from a sample of 209 teachers using self-administered questionnaire. Using structural equation modelling (SEM), recognition, inspiration and fair treatment had a positive significant influence on psychological safety of teachers. However, empowerment had a positive but statistically insignificant influence. The study concluded that empowerment does not fundamentally influence teachers’ psychological safety in secondary schools in Uganda, fair treatment plays a significant role in enhancing teachers’ psychological safety, inspirational leadership significantly promotes psychological safety among teachers, and recognition is necessary to enhancing psychological safety among teachers. The study recommended that head teachers should strengthen empowerment-oriented leadership practices, ensure fair treatment in handling of teachers, deliberately adopt inspirational leadership practices, and institutionalise teacher recognition systems that consistently acknowledge teachers’ efforts and contributions. The study provides practical insights for school administrators and education policymakers on leadership practices that can improve overall school environment, strengthening teachers’ psychological safety.
Compensation Strategies and Retention of High-Quality Academic Staff in Public Universities in Uganda
Higher Education Institutions in Sub-Saharan Africa continuously face the problem of academic staff retention, affecting the development of Nations. This study examines how compensation strategies influence retention of high-quality staff in public universities in Uganda with staff designation as moderating factor. Data was collected from five public universities using a questionnaire and interviews. The findings show that job security (β = 0.153), salary (β = 0.149), promotion (β = 0.176), and recognition (β = 0.216) at 0.05 predicted staff retention. The study concludes that effective compensation packages should consider factors beyond standard salary regulations, according to the findings of the study. Interviews also revealed that the criteria and the time required for promotion, along with the failure to meet requirements, discourage staff and thereby affecting retention.
Challenges to Participation in Professional Development Workshops
This study examines the factors that limit intermediate-phase mathematics teachers' participation in professional development (PD) workshops within the Chris Hani East Education District, South Africa. Despite the recognized importance of PD for enhancing teaching practices and learner outcomes, participation remains low, particularly in under-resourced areas. Guided by the Theory of Planned Behaviour, the study employed a qualitative case study design, collected data through semi-structured interviews, observation, and document analysis. Findings reveal that combination barriers hinder teacher participation, including time constraints, limited institutional support, inadequate resources, and personal challenges such as financial strain and workload. In addition, concerns about the relevance and quality of PD workshops negatively influence teachers' motivation to attend. These obstacles restrict professional growth and undermine efforts to improve mathematics instruction. The study recommends targeted interventions, such as flexible scheduling, improved resource allocation, stronger leadership support, and more relevant, needs-based PD content. Addressing these issues is essential to enhancing teacher engagement in PD and improving mathematics education in the district.
Copyright (c) 2026 Harrison Kasumba, Dr. Nomaroma Kumanda, Dr. Joseph Baidoo, Dr. Anthony Masha, Dr. Godfrey Mutesasira, Professor Bulewa Makena, Dr. Mabel Mashologu https://creativecommons.org/licenses/by-nd/4.0
Instructional Supervision Strategies Employed by Heads of Department in Map Work Teaching
Map work is an essential component of the geography curriculum in South African schools. Despite its importance, it remains a challenging area for many teachers, resulting in learners performing poorly in it. Heads of department (HoDs) are considered the ideal school-based leaders to facilitate instructional improvement for enhanced learner performance. The purpose of this study was to examine the strategies used by HoDs to support Grades eight and nine Social Sciences teachers in map work teaching in uMgungundlovu District, South Africa. The study used a qualitative case study design. Eight HoDs, eight Social Sciences teachers, and documents used by the HoDs and teachers were purposively selected. Semi-structured interviews and document analysis were used to generate qualitative data that were thematically analysed. The study found that HoDs use the inspection-based, traditional supervision strategies. It is recommended that the Department of Education should establish professional development policies aimed at capacitating HoDs in instructional supervision. School-based instructional leaders should promote collaborative supervision as the effective strategy to improve instruction and enhance learner performance.
Copyright (c) 2026 Nkosinathi Seshea, Dr. Mthiyane Nonhlanhla, Dr. Jose Abraham https://creativecommons.org/licenses/by-nd/4.0
Error Analysis in Third-Year Complex Number Topics
This study investigates error patterns made by undergraduate mathematics education students at a Nigerian university when solving problems on third-year complex number topics. Eighteen third-year students enrolled in MATH307 (Complex Analysis I) participated in the study. Participants attempted six open-ended tasks covering algebraic simplification, the complex conjugate, division, multiplication, modulus and argument of a complex quotient, and the application of De Moivre's theorem. Their handwritten responses were analysed using a four-category error taxonomy: Conceptual, Interpretation, Procedural, and Technical. Findings reveal that all four error types were present across the six tasks, with Conceptual errors being the most frequent (n = 26), driven largely by near-total failure on the De Moivre's theorem task (12 of 18 students). Interpretation errors (n = 17) exhibited a consistent cross-task pattern: students systematically substituted modulus-argument or polar-form procedures for tasks requiring simpler operations, reflecting overgeneralization of a recently acquired schema. Procedural errors (n = 7) were concentrated in multiplication and division tasks, while Technical errors (n = 3) involved arithmetic lapses in otherwise structurally correct solutions. A key cross-task finding is the cumulative dependency of errors: students who could not divide complex numbers in Question 3 were subsequently unable to simplify the quotient required by Question 5. These findings carry specific implications for the sequencing and emphasis of instruction in complex number courses.
Copyright (c) 2026 Gafari Lukumon, Kafilat Adebimpe Salahudeen, Philip Iyiola Farayola, Adeniyi Musibau Gbolagade, Tajudeen Motunrayo Asiru, Sunday Oloruntoyin Sangoniyi, Ebenezer Esenogho, Aneshkumar Maharaj https://creativecommons.org/licenses/by-nd/4.0
Social and Cultural Drivers of Teenage Pregnancy Among Schoolgirls in Tanzania
The present study focused on identifying both the social and cultural factors that contribute to teenage pregnancy among secondary school girls in Tanzania. To achieve this, a systematic review of research studies conducted in Tanzania between 2020 and 2025 was undertaken, following the PRISMA 2020 guidelines. A total of 12 studies from peer-reviewed journal articles indexed in Google Scholar, PubMed, Scopus, DOAJ, and AJOL were extracted to identify patterns, commonalities, and disparities in their findings. The findings indicate that key social factors contributing to teenage pregnancy include poor knowledge of sexual and reproductive health, limited access to and utilization of contraceptives, peer and social media influence, lack of parental guidance and poverty. Cultural factors, including traditional beliefs and societal norms, also emerged as significant contributors to early pregnancies. These results underscore that teenage pregnancy is caused by multiple factors ranging from individual, social, economic, and cultural determinants. The study recommends targeted interventions to address knowledge gaps, improve access to sexual and reproductive health (SRH) services, strengthen educational and economic empowerment programs, and mitigate negative peer and social media influences, as these measures are essential for reducing teenage pregnancy and promoting the well-being and empowerment of adolescent schoolgirls in Tanzania.
Copyright (c) 2026 Josiah Norman Kazenga, Daliko Mhule https://creativecommons.org/licenses/by-nd/4.0
Challenges Hindering Student Learning in General Mathematics at Mary Our Help Technical Institute for Women, Cebu
Mathematics is often perceived as a challenging subject, with Filipino students performing significantly lower in math compared to their global peers. Contributing factors include poor mastery of basic skills, stigma, language barriers, and ineffective learning strategies. To address these challenges, a student-centered approach that incorporates prior knowledge, hands-on learning, and higher-order thinking is essential. Accordingly, this study aimed to enhance the delivery of General Mathematics for Senior High School students at Mary Our Help Technical Institute for Women (Cebu). The study employed a descriptive qualitative research design and utilized interviews with fourteen (14) Grade 11 students and two (2) General Mathematics teachers to gather qualitative data. Purposive sampling was used in selecting the student participants, while total population sampling was employed for the teachers. Thematic analysis was used in analyzing the data gathered from the students and teachers. The findings of this study highlighted the challenges encountered in developing student learning such as weak fundamental math skills, negative attitudes, and instructional issues such as poor time management and ineffective questioning. Despite these challenges, study recommends emphasizing a student-centered approach by: (1) improving teachers' instructional delivery and providing authentic learning experiences to enhance students' fundamental mathematical skills; (2) creating and promoting a positive learning environment to address negative attitudes toward mathematics; and (3) incorporating higher-order thinking questions to facilitate meaningful assessment of student learning.
Copyright (c) 2026 Christian Francis C. Prado, Ph.D, LPT, Jovelyn G. Seguisabal, MA https://creativecommons.org/licenses/by-nd/4.0
Perceptions of Adult Learners Regarding the Use of Digital Technology in Accessing Education in Tanzania
This study examined adult learners’ perceptions of the use of digital technology in accessing education in Tanzania. Guided by the Digital Divide Theory, the study explored how digital technologies facilitate or constrain participation in adult learning. Using a qualitative case study design, data were collected via semi-structured interviews (n=46), focus groups, and observations. Thematic analysis revealed that digital technologies, including mobile phones, online learning platforms, and social media applications enhanced access to adult education by increasing flexibility, reducing travel costs, improving access to learning resources, and strengthening communication between learners and facilitators. Participants further reported that digital technology supported learning continuity beyond the classroom and enabled them to balance educational, work, and family responsibilities. However, several barriers limited effective utilization of digital technologies, including poor internet connectivity, high costs of devices and data bundles, inadequate technological infrastructure, and limited digital literacy skills. Observational data further revealed a gap between learners’ positive perceptions of digital technology and their actual access to digital resources, highlighting persistent inequalities in digital learning opportunities. The study concludes that although digital technology offers significant opportunities for expanding access to adult education in Tanzania, its transformative potential is constrained by continuing digital inequalities. The study recommends increased investment in digital infrastructure, affordable internet services, digital literacy training, and supportive policy frameworks to promote equitable access to technology-enhanced adult education.
Copyright (c) 2026 Philipo Charles, Abdallah Seni, https://creativecommons.org/licenses/by-nd/4.0
Management of Technical and Vocational Education Skills and Job Creation among University Students in North-Eastern Nigeria
This study explores the relationship between the management of technical and vocational education skills and job creation among university students in North-Eastern Nigeria. It employed a quantitative survey design using a correlational approach. The population consisted of 10,313 staff members from 11 public universities in North-eastern Nigeria. The study sample comprised 397 staff members from 11 entrepreneurship centres at universities in North-eastern Nigeria, determined using Slavin's (1960) sample size formula. The study employed a multi-stage sampling procedure. The instrument used for data collection was a structured questionnaire titled "Technical and Vocational Education Skills Questionnaire (TVESQ) and Job Creation Questionnaire (JCQ)", validated by five experts with a Content Validity Index (CVI) of 1.00. Cronbach's Alpha Reliability Coefficient was used to analyse the reliability of the instrument, with reliability coefficients of .80 for management of electrical installation and maintenance, .83 for welding and fabrication skills, and .97 for the job creation questionnaire. The Pearson Product-Moment Correlation (PPMC) was used to test hypotheses at the 0.05 significance level. The findings show a significant positive relationship between the management of electrical installations and maintenance skills, welding and fabrication skills; and job creation among university students. In conclusion, effective and efficient management of technical and vocational education skills (TVE), such as electrical installation and maintenance and welding and fabrication, enhances job-creation opportunities for university students, thereby promoting self-reliance and contributing to poverty reduction in Nigeria.
Technical and Vocational Education (TVE)
Copyright (c) 2026 Isaac Peter, Prof. Velisiwe Gasa https://creativecommons.org/licenses/by-nd/4.0
Copyright (c) 2025 https://creativecommons.org/licenses/by-nd/4.0
Children’s Fiction as a Tool for Instruction
Over the years, Uganda has witnessed a decline in the quality of education in schools. The problems range from the mode of instruction and community involvement to laxity and poor inspection from quality assurance and standards officers from the Ministry of Education and Sports. Using the pedagogical/instruction flaws in Mr Mukibi’s fictional school as a starting point for reflection, this article explores how Barbara Kimenye’s Moses Series can be utilized as a tool to improve the quality of education in Ugandan schools. I focus on three major pedagogical flaws as depicted in the series: Failure to make the formal curriculum attractive to students; the ill-guided focus on discipline as the primary goal of education; and the poor supervision of schools by the Ministry of Education and Sports. The argument I advance in the paper is that there are many lessons that teachers, school administrators and government officials in charge of education can learn from the Moses series to help them improve the quality of education in the country. Data for the article was collected through a close reading of selected storybooks in the Moses series (Moses and Moses in Trouble) and a review of relevant secondary materials. Data analysis involved identifying the themes that emerged from the data collected regarding the pedagogical flaws depicted in the primary texts (Moses and Moses in Trouble).
Salary Disparity and Teacher Demotivation
This study explores how the salary disparity between STEM and non-STEM teachers in Uganda’s secondary school system demotivates the latter group. Guided by Equity Theory by John Stacey Adams (1963), updated by Aisa et al. (2024), which asserts that individuals are motivated by fairness in the distribution of rewards and outcomes, this study employed a qualitative exploratory research design to examine the experiences of non-STEM teachers regarding salary disparity (Creswell, 2013). It relied exclusively on secondary data sources which included newspaper articles, official Ministry of Education and Sports documents, budget speeches, government commission reports and Uganda National Teachers Union (UNATU) reports among others. Data was analyzed using thematic content analysis based on ethical considerations to emphasize credibility, relevance and currency. The findings reveal diminished morale, career decisions for early retirement, increasing levels of inferiority complex and a sharp divide and weakened inter-personal relations between STEM and non-STEM teachers among others. The study recommends an urgent harmonization of the salaries of STEM and non-STEM teachers by the Government of Uganda to undo the demoralization of the latter group.
Makerere University’s Research-Led Agenda through the Lens of the Service Marketing Triangle
Using the Service Marketing Triangle framework, this study analysed Makerere University’s external, internal, and interactive marketing of its research-led agenda to identify key misalignments. A narrative literature review design was employed to synthesize theoretical and empirical studies, policy documents, institutional repositories, and reports accessed through major online databases. The findings show that externally, Makerere University deploys its strategic plan, research policy, branding initiatives, and communication strategies to articulate a research-led value proposition. Internally, the university invests in staff training, motivation, and a research-enabling environment. Interactively, academic staff provide graduate supervision and mentorship, generate research outputs, and engage in knowledge creation and collaboration. However, significant misalignments persist, including overloaded, under-resourced, and demoralized staff operating within research-inefficient systems as they supervise graduate students, manage research grants, and collaborate with partners. These gaps weaken the university’s impact on students, government, policymakers, donors, and communities. The study recommends that Makerere University improves recalibration of its external, internal, and interactive marketing efforts to align the research-led agenda with stakeholder expectations.
Copyright (c) 2025 Badru Musisi https://creativecommons.org/licenses/by-nd/4.0
Effectiveness of A Group Cognitive Behavioural Therapy Intervention for Sexualized Muguka Use Among Adolescents and Youth in Kenya
The use of behavioural interventions against problem khat use remains understudied. This study tested the effectiveness of a group cognitive behavioural intervention among regular muguka (a variant of khat) users’ frequency of use, sex-related beliefs and risk perception among others. A mixed-method design incorporating a pretest-posttest quasi-experimental approach and individual interviews was used on a sample of 249 regular muguka users. After a pretest, a 12-week cognitive behaviour intervention was administered once a week. A posttest was administered immediately after the intervention. In addition, 27 conveniently sampled participants were targeted for individual interviews. Results indicate significant changes in protected sexual intercourse, risk perception and cognitions at Time 2. Significant reduction in frequency of muguka use was also reported at Time 2. The study provides a proof of concept of the effectiveness, feasibility and acceptability of a cost-effective community-level behavioural intervention for muguka use.
دمج القيم الإسلامية في دراسات اللغة العربية
تبحث هذه الورقة في كيفية دمج القيم الإسلامية في دراسات اللغة العربية، مع التركيز على تدريس النحو العربي كنموذج عملي. اللغة العربية، بقوّة ارتباطها بالتراث الإسلامي، هي بمثابة أداة حيوية لفهم النصوص الإسلامية التأسيسية، بما في ذلك القرآن والحديث. وعليه، فإن دمج القيم الإسلامية في الدراسات العربية لا يؤدي إلى تعزيز الكفاءة اللغوية فحسب، بل يعزز أيضًا الهوية الثقافية والروحية الإسلامية في شخصيات المتعلمين. ومن خلال استخدام النحو العربي نموذجا، توضح هذه الدراسة كيف يمكن ربط القواعد النحوية والتراكيب اللغوية بالمبادئ الإسلامية. تستخدم الدراسة المنهج التحليلي للنصوص اللغوية والدينية والنظريات التعليمية. يتم استخلاص الأمثلة العملية من النصوص القرآنية والحديثية والسياقات المعاصرة لتوضيح كيف يمكن لدروس النحو أن تتضمن المفاهيم الأخلاقية الإسلامية، مثل العدالة والتواضع والاحترام. تشير النتائج إلى أنه يمكن تضمين القيم الإسلامية في تعليم اللغة العربية من خلال عناصر المنهج، وأن ذلك يعزز تجربة تعليمية تكاملية تربط المهارات اللغوية بالتطور الأخلاقي. يوفر هذا النموذج للمعلمين إطارًا يهدف إلى تنسيق تعليم اللغة مع الأهداف الأوسع للإثراء الثقافي والروحي
التكامل المعرفي في المدارس الإسلامية الأهلية
مرّ التعليم الإسلاميّ (المدارس الإسلامية الأهلية)، في تنزانيا بمراحل مختلفة ممّا ساعد في المحافظةعلى الثقافة الإسلامية وهوية المسلم فيها. تناولت الدراسة مشكلة نظام التكامل المعرفي في المدارس الإسلامية الأهلية بمدينة كندوى في تنزانيا، وذلك بدراسة واقعها الحالي وبيان مكامن قوّتها وضعفها والتحديات التي تواجهها؛ لرفع مستوى التعليم في المداس وخاصة في جانب التكامل المعرفيّ، استخدم الباحث المنهج الوصفي والتحليلي والدراسة الميدانية، وتوصلت الدراسة إلى أن المدارس الإسلامية الأهلية في كندوى ما زالت تدرّس العلوم الشرعية واللغة العربية فحسب، وتهمل العلوم الكونية الحديثة والمهارات المعاصرة المختلفة، وأن المدارس الإسلامية الأهلية في كندوى ليس لها نظام ومنهج موحّد، بل كلّ مدرسة لها منهجها، وكذلك لا تمنح أيّ شهادة تعليمية لطلابها، ولا يمكن توظيف متخرجيهافي الوظائف الحكومية، ولا تؤهّلهم للاتحاق بالمعاهد الثانوية، ولا الجامعات داخل تنزانيا وخارجها لمواصلة الدراسة
Digital Libraries as Catalysts for Transdisciplinary Knowledge Integration in Islamic Scholarship
Digital libraries are transforming higher education, especially by improving access to scholarly resources, conserving intellectual culture and facilitating research collaboration. They provide a unique experience in Islamic universities to incorporate classical Islamic epistemologies with the paradigms of contemporary sciences, and thus facilitate the synthesis of knowledge across disciplines. In this paper, the role of digital libraries in such integration is explored, especially in Islamic higher education institutions in Africa and Asia, where the digital innovation is very likely to be hampered by the infrastructural and policy constraints. A systematic literature review (SLR) of peer-reviewed articles, conference proceedings, and institutional reports was carried out; thematic analysis was used to reveal the trends in digital library infrastructure, knowledge integration, and interdisciplinary collaboration. Results show that digital libraries increase access to varieties of resources, perpetuate Islamic intellectual traditions and cross-disciplinary research. Nevertheless, the lack of infrastructural capacity, the interoperability, and digital illiteracy has been hindering their capacity. Investments in the field of AI-enhanced knowledge management, the interoperability of metadata, open-access projects, and human capacity building are thus important. The paper offers a contribution to the body of knowledge by providing information on the changing role of digital libraries in the promotion of Islamic knowledge synthesis and transdisciplinary research during the digital age.
Islamic Finance and Socioeconomic Empowerment, Lessons for Uganda
Despite ongoing global and national efforts to promote inclusive development, socioeconomic empowerment in Uganda remains limited, particularly among marginalized groups. This review synthesizes global evidence on Islamic finance and extracts key lessons that can inform Uganda’s efforts to enhance socioeconomic empowerment through ethical and inclusive financial systems. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, the research synthesizes evidence from 48 peer-reviewed articles published between 2022 and 2025. The review highlights core Islamic finance principles—namely the prohibition of riba (interest), promotion of risk-sharing, and adherence to ethical and socially responsible practices—as foundational drivers of inclusive finance, poverty alleviation, and sustainable development. Despite Uganda’s recent regulatory reforms aimed at integrating Islamic finance into its financial system, actual uptake remains limited. This is largely attributed to persistent structural barriers, gaps in legal infrastructure, and low levels of public awareness and financial literacy regarding Islamic finance models. The findings reveal that Islamic finance, rooted in the objectives of Maqasid al-Shari'ah, holds promise in enhancing financial inclusion, entrepreneurship, and community resilience. However, successful integration requires context-sensitive implementation, robust Shariah governance, public awareness, and supportive legal infrastructure. The study concludes by recommending a dual financial system and strategic use of technology to scale ethical finance models like Islamic finance that align with Uganda’s Vision 2040 and the Sustainable Development Goals.
Promotion of Islamic Succession Law in Arua Muslim District, Uganda through Transdisciplinary Research
The study aimed to investigate the application of transdisciplinary research in promoting Islamic succession law in Uganda, highlighting its opportunities and challenges. The study was vital because the Uganda Muslim Supreme Council (UMSC) rejected the Succession Act of Uganda as contrary to Sharia. There are, however, no proper mechanisms for regulating Muslims' inheritance practices due to a lack of formalised legal and institutional frameworks, which is detrimental to Muslims, especially women who, in most cases, are denied their right to inheritance. The central question guiding the study was: How can transdisciplinary research be utilised to promote Islamic succession law, and what are the opportunities and challenges? The study adopted a mixed-methods approach within the socio-legal framework using a documentary review and interviews of selected Muslim leaders in Arua Muslim District. The findings revealed that informal Sharia courts exist from the Muslim District to the grassroots levels. These institutions apply Islamic succession law to distribute property to all beneficiaries, including women, a midst several challenges. These include non-implementation of the decisions of Muslim leaders yet the courts are largely inaccessible to address the grievances. There are inadequate facilities and lack of detailed information about Islamic succession law, among others. The study recommends the adoption of transdisciplinary research mechanisms to provide holistic solutions through stakeholder engagement as well as generate knowledge to inform policies and legislative processes on the establishment of legal and institutional frameworks for governing Muslim succession matters in Uganda.
A classroom should not be a place where students merely chase grades, it should be a sacred space where hearts are shaped, character is built, and the soul is guided toward its ultimate purpose: to serve Allah and attain Jannah. When teaching is limited to academic content alone, students may perform well intellectually but remain spiritually disconnected. This study responds to that gap by exploring the integration of Islamic spiritual elements into classroom practice, aiming to transform the learning experience into a holistic journey of faith and purpose. The study was conducted over nearly two academic years using a qualitative, classroom-based research design, engaging linguistics students at the Muslim University of Morogoro. Data were collected through classroom observations, students’ practical project reports, unstructured interviews and a questionnaire involving 138 participants. The findings revealed overwhelmingly positive feedback: students embraced the integration and encouraged that it be made a core part of their academic journey. A major outcome of the study was the development of the Action-Based Linguistics Islamic Education Framework for Teaching, which provides a practical model for embedding Islamic values into academic instruction. This framework promotes a shift from passive learning to purpose-driven action, nurturing students cognitively, spiritually, and behaviorally, turning the classroom into a bridge between dunya and Akhirah.
This paper examines the therapeutic interventions of Shifaa centres in Garissa County, Kenya. Shifaa centres are becoming popular and significantly sought for mental health services. The aim of this inter-disciplinary research was to explain the therapeutic interventions of Shifaa centre. The study clarifies the inter-play of conventional psychiatric methods and spiritual/religious oriented techniques of offering mental health services. Data was gathered from two Shifaa centres in Garissa County-Kenya. In-depth interviews were conducted with two medical personnel, two psycho-social counsellors, one religious expert and one administrative staff working in two centres. The outcome reveals spirituality and religion as basis for mental recovery. Therapeutic interventions utilized in Shifaa centres were robust, hybrid and effective. Shifaa centres reported a significant number of clients having recovered from mental illness. However, there were some instances of relapse in substance induced psychotic patients after discharge. This blended approach need to be recognized, institutionalized and promoted because of its significant positive impact on mental health recovery and its value addition to human life. Further researches are recommended on larger samples and in other towns and studies of causes of relapse. Detailed research to unravel the concept of dealing with Jinn (unseen spirit possession) will add more value.
This study examines interest-free banking as a pathway to establishing ethical and inclusive financial systems, using a case study approach. The research investigates how Islamic finance principles, such as the prohibition of interest (riba), profit- and risk-sharing, and social responsibility, contribute to ethical conduct, financial inclusion, and sustainable economic growth. The study employs qualitative analysis through case studies of leading interest-free financial institutions, including Bank Islam Malaysia Berhad and Al-Rajhi Bank, to identify practical strategies, benefits, and challenges in implementing interest-free banking. Findings reveal that interest-free banking enhances transparency, stakeholder trust, and access to finance for underserved populations, while also fostering organisational and social sustainability. The study underscores the importance of integrating ethical financial principles into modern banking practices and provides recommendations for policymakers, practitioners, and researchers to strengthen inclusive financial systems globally.
Integrating Islamic Principles in Modern Business Practices
Modern businesses increasingly recognise the need for ethical conduct and sustainability as essential components of long-term organisational success. This study examines how the integration of Islamic principles—specifically justice (‘adl), honesty (ṣidq), trustworthiness (amānah), social responsibility (mas’uliyyah), and fair dealings (iḥsān)—can enhance ethical conduct and promote sustainable growth within contemporary business environments. Using a mixed-methods approach combining surveys, interviews, and case studies, the research investigates the extent to which these Islamic values shape organisational behaviour, influence decision-making, and contribute to stakeholder well-being. The findings reveal that businesses integrating Islamic ethical principles demonstrate higher levels of transparency, employee satisfaction, and community engagement, which collectively strengthen organisational sustainability. However, challenges such as limited awareness, inadequate institutional support, and inconsistencies in implementation remain significant barriers. The study concludes that Islamic principles offer a comprehensive ethical framework capable of reinforcing responsible business conduct and fostering long-term growth when effectively integrated into modern business practices. The research provides practical recommendations for business leaders and policymakers seeking to promote ethical, inclusive, and sustainable economic development.
The Pros and Cons of Integrating Islamic Culture into Social Work Practice
Social work is a growing specialization that deals with service provision responding to the challenges of contemporary society, which require integration of Islamic culture into social work in relation to service delivery and other related services. This implies that there is Islamic social work that does not only concern Muslim recipients in the social work domain, but also the active role played by Muslim communities. In this regard the paper focuses on the Muslim-based organizations, and Islamic driven social work thoughts as vital aspects for integrating Islamic culture into social work. Understanding the culture of religion and spirituality in a precise faith is vital to service delivery. Besides religious culture, social workers need spiritual aspects to reflect their professional identity and attract the perception and expectation of the recipients. The paper defines social work and explores it from an Islamic perspective. It focuses on the Islamic culture in terms of social work and integrates ethical and theological realities into over-all social work practice.
The Relevance of Ibn Khaldun Educational Thought in the Contemporary World
Ibn Khaldun, a fourteenth-century Islamic scholar, historian, and philosopher, provided significant insights about education, society, and human development that continue to be pertinent in modern educational discussions. His educational philosophy, rooted in a comprehensive understanding of human nature and social dynamics, prioritised experiential learning, incremental knowledge acquisition, and the influential role of environment and society in intellectual development. In the twenty-first century, marked by swift technological progress, globalisation, and continuous educational reform, his concepts offer a significant foundation for re-evaluating pedagogy, curriculum development, and the socio-cultural objectives of education. This discourse examines the applicability of Ibn Khaldun’s insights in confronting contemporary educational issues, such as the decline of contextual learning, the disparity between theory and practice, and the deterioration of moral and civic education. The study promotes an educational philosophy that synthesises tradition and innovation by analysing fundamental ideas such as ‘ilm (knowledge), ‘adab (discipline), and the cyclical dynamics of societal progress and regression. It underscores Ibn Khaldun’s lasting influence as a scholar whose ideas might enhance contemporary human-centred and culturally responsive educational frameworks. The research utilises a descriptive and analytical methodology to explore the philosophical and pedagogical aspects of Ibn Khaldun’s oeuvre. The emphasis is on analysing historical literature, identifying fundamental educational ideas, and evaluating their relevance to contemporary educational frameworks, especially in reconciling theoretical knowledge with practical, ethical, and civic education. This conceptual study is based on textual analysis and excludes empirical investigation.
Integrating God-Consciousness and Wisdom Pedagogy into Curriculum Reform
As higher education institutions (HEIs) across Africa and the Muslim world adopt learner-centered curriculum reforms, there is an urgent need to ensure that these changes promote not only cognitive development but also ethical and innovative capacity among graduates. While contemporary reforms emphasize critical thinking and skills development, they often neglect the spiritual, moral, and ontological foundations of knowledge – especially the centrality of God-consciousness in shaping holistic learners. This conceptual paper explores how the integration of the God Consciousness paradigm and wisdom pedagogy can meaningfully inform and transform curriculum reforms in HEIs. Grounded in interdisciplinary frameworks of knowledge integration, the paper argues that realigning curricula with spiritually rooted, ethically sound, and purpose-driven pedagogies can foster innovative behavior and contribute to both human and socio-economic transformation. Methodologically, the paper adopts a conceptual analysis approach, drawing from existing literature, Religious epistemology, and contemporary research on value-based and holistic education. It synthesizes two key research-based frameworks: the God-Consciousness paradigm, which situates God as central to all knowledge and educational purpose; and wisdom pedagogy, which emphasizes critical self-reflection, ethical reasoning, and applied knowledge for problem-solving. By bridging these models, the paper proposes strategic directions for embedding these values in curriculum design, instructional practices, and the development of graduate attributes. The discussion is contextualized within current challenges facing higher education—including the commodification of knowledge, moral dislocation, and the limited societal impact of academic programs. The paper concludes with targeted recommendations for educators, policymakers, and curriculum developers seeking to integrate spiritually conscious and context-responsive innovation into their reform agendas.
The Interplay between Sciences and Humanities
The relevance of the humanities has been gradually overlooked since the late 20th century and has been significantly stifled in the 21st century. Research funding tends to favor the sciences over the arts and humanities. The emphasis of both teaching and learning at all levels of education prioritizes the sciences. This endangers the survival of various aspects of human civilization, such as values, ethics, aesthetics, politics, literature, art, and morality. Moreover, evaluating certain scientific methods and procedures is crucial, as the advancement of science and technology without scrutiny may pose a significant threat to human civilization and existence. In addition, undermining the humanities may also threaten the survival of spirituality and cultural heritage. During the golden age of Islam, both empirical and revealed knowledge were given equal attention and complemented each other, advancing human civilization. Funding should be based on the magnitude of novelty and groundbreaking ideas, as well as creativity and innovation, regardless of whether they originate from the sciences or the humanities. Both knowledge creation and dissemination should follow an eclectic philosophical paradigm to enable flexibility in methodology and integration of ideas, thereby facilitating innovation and creativity. The focus should be on an interdisciplinary approach that appreciates the blending of science with aspects of the humanities, providing rich and holistic perspectives and insights in research and innovation. This is a position paper entirely based on library research, in which the researcher advocates for an interdisciplinary approach to knowledge creation and dissemination.
Interrogating the Prevalence of Street Begging by Adults with Disabilities Encompassing Children as Escorts in Africa at the Expense of their Basic Education
Street begging by adults with disabilities involving children as guides is one of the barriers to accessibility of basic education prevalent in African countries. This study interrogates the commonness of street begging involving children in Africa at the expense of their basic education. It particularly set to understand the factors leading to the prevalence of this dreadful phenomenon and the negative consequences emanating from this practice. A systematic review was adopted to review 20 empirical articles and subject them to thematic content analysis. The results indicated numerous reasons including deficiency of education, sympathy attraction, lack of proper orientation, laziness and poverty. Others are religious grounds and parental separation leading to presence of single mothers and single fathers. The presence of this dreadful phenomenon has deprived children from accessing basic education. The need for more inclusive interventions to tackle the phenomenon in each nation as per contextual conditions arises.
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