Enhancing the Professional Competencies of Qur’an Teachers at the Secondary Level: Pedagogical Constraints and a Structured Training Framework

ثانوی تعلیمی سطح پر قرآن کے اساتذہ کی پیشہ ورانہ صلاحیتوں کی ترقی: تدریسی رکاوٹیں اور مؤثر تربیتی فریم ورک

Abstract

This study examines the professional development of secondary-level Quran teachers, focusing on the challenges in instructional practice and proposing a framework integrating Islamic educational philosophy with contemporary pedagogical science. Quranic teaching is constrained by curricular limitations, institutional priorities, limited resources, and large class sizes, affecting teaching quality. Teachers often face gaps in subject mastery, pedagogical skills, and student-centered techniques. Modern approaches such as interactive learning, Bloom’s Taxonomy, outcome-based education, and digital tools—including e-learning platforms and Quranic apps—can enhance understanding and moral development when aligned with Shariah principles and teacher guidance. Balanced professional training that combines traditional madrasah knowledge with contemporary pedagogical skills, supported by continuous professional development, performance evaluation, and research-informed strategies, is essential. Policy-level reforms, including curricular updates and certification standards, are crucial to create a sustainable teaching environment. A holistic framework integrating structural support, ethical grounding, pedagogical expertise, and ongoing capacity building is indispensable for improving the quality, relevance, and impact of Quranic education at the secondary level.