Developing a Global Citizenship Oriented Pesantren Curriculum From an Islamic Educational Perspective

Abstract

This study aims to analyze th e conceptual relevance of UNESCO’s Global Citizenship Education (GCED) within Islamic educational values and formulate a novel curriculum framework titled Islamic Global Citizenship Education (IGCE) tailored for pesantren (Islamic boarding schools). Employing a qualitative library research methodology, this study systematically retrieved primary and secondary data from official UNESCO documents, classical Islamic texts, and peer-reviewed journals indexed in Scopus and Web of Science. Content analysis, along with comparative techniques, was utilized to evaluate conceptual intersections and synthesize an integrative curriculum model. The results demonstrate a profound alignment between universal GCED dimensions and core Islamic normative principles, specifically linking global awareness to ta‘āruf, respect for diversity to tasāmuh, social responsibility to amanah, peacebuilding to iṣlāḥ, and environmental sustainability to khalīfah fī al-arḍ. Built upon the foundational pillars of the Qur'an, Hadith, and Maqāṣid al-Syarī‘ah, the proposed IGCE model integrates four essential core competencies: spiritual, global, social, and digital capabilities. The practical implications of these findings highlight that the IGCE framework can be seamlessly adopted through a cross-curricular approach across pesantren, madrasahs, and Islamic higher education institutions without requiring new standalone subjects. Ultimately, this framework advances the field by bridging the gap between Western global citizenship paradigms and Islamic pedagogy. It provides Islamic educational institutions with a clear, actionable blueprint to nurture graduates who possess strong religious foundations, high digital literacy, cross-cultural competence, and an active commitment to addressing global human issues.