EDUCATING ABOUT THE UPRIGHT ATTITUDE TOWARDS NON-MUSLIMS; AN ANALYTICAL STUDY OF THE SINGLE NATIONAL CURRICULUM OF ISLAMIC STUDIES

Abstract

  This study examines how Pakistan’s Single National Curriculum (SNC) for Islamic Studies accommodates and fosters acceptance for non-Muslims. Developing a harmonic and inclusive society depends on promoting the need to teach children about reasonable and respectful interactions with non-Muslims. Beginning with a historical overview of Pakistan’s educational policy, the study assesses the mandatory inclusion of Islamic studies and the role of the SNC in advancing religious tolerance and national unity. The study evaluates Islamic Studies textbooks from elementary to high school levels using qualitative and quantitative approaches and student questionnaires ranging in grades six to twelve. Statistics disclose that although the SNC upholds the rights and polite treatment of non-Muslims, it is also very brief and lacks practical implications for students. Primary school texts lacked practical application, and a sizable portion of the student’s lacked knowledge of the lessons on respectful behaviour of non-Muslims, such as visiting sick non-Muslims and dining with them. High school textbooks were also found lacking in depth and valuable guidance; many of the students were confused about how to interact with non-Muslims. To close this gap between theory and practice, the study underlines the need to include these ideas more thoroughly and practically in the curriculum. The paper ends with suggestions for curricular enhancements to better teach children the ideas of justice, compassion, and respect for non-Muslims, fostering a more inclusive and tolerant society. Recommendations for curriculum modifications to enhance learning concepts of justice, compassion, and respect for non-Muslims will contribute to advancing a more inclusive and tolerant society.