Islamic Education and Identity Construction: A Comparative Study of Madrasa and Secular School Students in Pakistan

Abstract

In Pakistan’s complex socio-political context, the parallel existence of madrasas and secular schools (both public and private) plays a central role in shaping how young people understand themselves and their place in society. This study explores how these different educational settings influence the development of religious, national, and civic identities among students. Adopting a mixed-methods approach, the research is based on a comparative cross-sectional survey of 400 students aged 15–18 from Punjab and Sindh, along with semi-structured interviews. Quantitative data were collected through validated Likert-scale instruments and analyzed using statistical methods, while qualitative data were examined through thematic analysis. The findings point to clear differences in how identity is formed across the two systems. Students in madrasas tend to express a stronger sense of religious identity, whereas those in secular schools show comparatively greater alignment with national identity and civic values. At the same time, the qualitative data suggest that these identities are not simply separate; rather, students negotiate and combine them in different ways depending on their educational environment. Overall, the study highlights the influential role of educational institutions in shaping identity. It suggests that future curriculum reforms should aim to bring religious, national, and civic dimensions into better balance, with the broader goal of strengthening social cohesion in Pakistan.