Islamic Intellectual Traditions and their Relevance to Contemporary Islamic Education

Abstract

This study examines Islamic intellectual traditions and their relevance to contemporary Islamic education by positioning these traditions as dynamic sources of epistemological, pedagogical, and ethical insight rather than static historical legacies. Grounded in the understanding that Islamic education faces challenges related to moral formation, knowledge fragmentation, and intellectual relevance, the study seeks to explore how classical Islamic thought can inform modern educational frameworks. The research employs a qualitative library-based method with a conceptual–interpretative approach, drawing data from classical Islamic texts and contemporary scholarly literature. Data were analyzed using qualitative content analysis and hermeneutic interpretation to identify core themes, epistemological principles, and educational implications. The results demonstrate that Islamic intellectual traditions emphasize the integration of revelation, reason, experience, and ethics, supporting holistic educational goals. The discussion reveals that these traditions offer relevant conceptual resources for addressing contemporary educational challenges, including curriculum integration, character education, critical thinking, and institutional coherence. Rather than advocating a return to historical models, the findings highlight the importance of contextual reinterpretation and conscious integration of intellectual principles into modern educational practices. In conclusion, the study affirms that Islamic intellectual traditions remain highly relevant to contemporary Islamic education and, when critically and contextually applied, can strengthen its authenticity, adaptability, and transformative potential in responding to the demands of the modern world.