SACRED EDUCATION WITHIN A SECULAR LANDSCAPE: MUSLIM EDUCATORS’ PERSPECTIVES IN CONTEMPORARY UNIVERSITIES

Abstract

This study examines how Muslim educators in Muslim-majority universities understand and navigate the secular and sacred dimensions of contemporary higher education. Drawing on qualitative interviews with Muslim lecturers from various academic disciplines, the research explores how educators conceptualize the distinction between secular and sacred education, the ways Islamic values are integrated into teaching practices, their perceptions of the relationship between disciplinary knowledge and divine knowledge, and their views on the need for educational reform. The findings indicate that many educators struggle to articulate clear conceptual distinctions between secular and sacred educational objectives. While most participants do not perceive their subject areas as directly linked to divine knowledge, they often believe that broader ethical or spiritual connections exist. Despite working within largely secular academic structures, many educators attempt to incorporate sacred values through ethical reminders, character-building practices, and reflections on moral responsibility. Perspectives on educational reform vary, reflecting differing understandings of the role of spirituality within contemporary education systems. The study contributes to ongoing discussions on the integration of sacred values in modern Muslim higher education.