From rote to relevance: The case for rethinking traditional Islamic curricula in Uganda

Abstract

Traditional Islamic education in Uganda, particularly at the Idaad and Thanawi levels, plays a critical role in shaping morally grounded and spiritually conscious individuals. However, the current curriculum remains outdated, rigid with much emphasis on rote learning, and misaligned with both contemporary educational standards and Uganda’s socio-cultural context. This study aimed to examine the challenges and prospects of Islamic education curriculum implementation in traditional Islamic institutes across Uganda. Adopting a qualitative design under an interpretivist paradigm, data were gathered through semi-structured interviews with ten purposively selected participants from three prominent Islamic institutes, along with documentary reviews and classroom observations. Thematic analysis revealed several issues: lack of a unified and nationally accredited curriculum, overreliance on foreign (mainly Saudi-based) content, exclusion of science subjects, outdated teaching methodologies, and minimal contextual relevance. These challenges hinder learners’ critical thinking, innovation, and integration into broader society. The study concludes that the curriculum must be reimagined to integrate Islamic values with modern educational needs, including science, ICT, and national identity. Rethinking the curriculum to align with national development goals and global educational trends will enhance the relevance, recognition, and transformative potential of Islamic education in Uganda.