Curricula of Higher Educational Stages in Islamic Studies: A Comparative Study of the Curricula of Selected Public Universities in Pakistan and Afghanistan

Abstract

This doctoral research offers a comparative analysis of Islamic Studies curricula at the higher education level in selected public universities of Pakistan and Afghanistan. The study addresses the contemporary imperative to evaluate how Islamic higher education—traditionally rooted in the classical religious sciences—has responded to modern intellectual, social, and professional demands. Although Pakistan and Afghanistan share a long-standing heritage of Islamic scholarship, their higher education systems have evolved within distinct socio-political and educational environments. This divergence makes a comparative inquiry essential for understanding similarities, differences, and areas requiring curricular advancement within Islamic Studies as an academic discipline. The dissertation presents the conceptual and historical foundations of Islamic Studies, tracing its development from the early Islamic era to its current form within modern universities. It underscores the pivotal role of curriculum design in shaping students’ academic, spiritual, and professional competencies. Employing a qualitative comparative methodology supported by document analysis, the research critically examines formal curricula, course structures, credit-hour distribution, pedagogical approaches, and assessment mechanisms in both countries. Additional insights were obtained through semi-structured interviews and questionnaires with faculty and students.

Findings reveal that Islamic Studies programs in Pakistan are comparatively more diverse and modernized, combining classical subjects with emerging fields such as Islamic Banking and Finance, Comparative Religion, and Research Methodology. These programs also place greater emphasis on research skills, interdisciplinary connections, and alignment with international academic standards. Conversely, Afghan universities retain a predominantly traditional curriculum grounded in classical religious sciences, with limited integration of contemporary subjects or research-oriented components, although incremental reforms are evident. The study identifies several areas for improvement across both contexts, including strengthened interdisciplinary integration, enhanced research training, and alignment with global quality benchmarks. Overall, this research provides significant insights into the evolution, current challenges, and future directions of Islamic Studies curricula in two culturally connected yet educationally distinct Muslim societies.