An Analytical Study of Curricular, Pedagogical, and Educational Challenges in Qur’anic Teaching up to the Secondary School Level in Pakistan

پاکستان میں ثانوی سطح تک قرآنِ کریم کی تدریس کے نصابی، تدریسی اور تعلیمی مسائل کا تجزیاتی و تحقیقی مطالعہ

Abstract

Teaching the Holy Quran holds a central position in the Islamic educational philosophy, aiming not only at knowledge transmission but also at intellectual development, moral training, and spiritual growth. However, at the secondary level in Pakistan, Quranic instruction often becomes formalistic, focusing primarily on memorization and translation while neglecting comprehension, reflection, and practical application.This study presents an analytical investigation of the curricular, instructional, and educational challenges faced in teaching the Holy Quran up to the secondary level. A qualitative research approach was adopted, employing classroom observations, semi-structured interviews with teachers and students, and document analysis of curricula and instructional materials. The findings reveal key obstacles including curriculum imbalance, limited teacher training, lack of learner-centered pedagogical strategies, and insufficient alignment with students’ cognitive and psychological needs.The study emphasizes the integration of Islamic educational principles, such as ease (Yusr), gradual learning, and learner-centered instruction, with contemporary educational strategies to enhance Quranic teaching effectiveness. The results provide a scholarly foundation for curriculum reform, teacher development, and improved instructional practices in secondary-level Quranic education in Pakistan.