Reconstructing the Islamic Educational Paradigm for Peace and Global Citizenship: A Philosophical Perspective

Abstract

Worldwide Citizenship Education (GCED) is now at the forefront of educational discourse due to the growing concern for justice, peace, and sustainable cohabitation on a worldwide scale. Nonetheless, the prevalent GCED paradigm frequently reflects Western and secular epistemological presumptions, which may ignore the rich spiritual and ethical aspects of non-Western traditions, especially in Islamic education. In order to keep the Islamic educational paradigm theologically legitimate while bringing it into line with the worldwide quest for peace and civic virtues, this study attempts to intellectually reconstruct it. This paper examines the epistemological, axiological, and pedagogical underpinnings of Islamic education, with a focus on the concepts of tawhid (unity), rahmah (compassion), ‘adl (justice), and ukhuwah insaniyyah (universal brotherhood), using a qualitative library research approach and a philosophical–comparative framework. According to the research, these ideas are inherently consistent with the fundamental values of GCED, which include justice, empathy, and multicultural harmony. In order to incorporate the spiritual and moral aspects of Islam into international educational practice, the study suggests a reconstructed paradigm known as the Islamic Peace Pedagogy Framework (IPP-F). In addition to providing a critical debate between Islamic and global educational paradigms, this reconstruction provides a comprehensive framework for peace education that is based on divine consciousness and ethical universality. The results add something to the current debates on intercultural pedagogy, global ethics, and Islamic educational philosophy.