Bringing together educators from 27 countries, the 4th Annual GAIS Conference highlighted innovative pedagogies, faith-based leadership, and collaborative initiatives to renew and elevate Islamic schooling worldwide
By Prof Hamid Naseem Rafiabadi
From October 5 to 8, 2025, Colombo’s vibrant coastline became the epicentre of educational renewal as the Global Association of Islamic Schools (GAIS) convened its 4th Annual International Conference under the theme “Tajdīd: Inspiration to Impact”. The four-day summit, held at the Hilton Colombo, brought together over 350 educators, school leaders, and visionaries from 27 countries, representing some of the most dynamic voices in global Islamic education. I had the honour of representing Jammu and Kashmir as the sole delegate from the region, showcasing emerging educational perspectives and institutional initiatives from Kashmir.
The conference opened with a resplendent Welcome Gala Dinner that blended Sri Lankan hospitality with a profound sense of global Islamic solidarity. The evening featured vibrant student performances, exquisite halal cuisine, and lively exchanges among delegates. GAIS President Zaffar Ahmed inaugurated the event with a rousing address outlining the association’s mission to empower 1.4 million students and 116,000 teachers through innovative pedagogical reforms. He also announced the formation of a GAIS Advisory Board to guide the future trajectory of Islamic education worldwide. GAIS Vice President Fahad Haroon emphasised the importance of collaboration and shared purpose, remarking, “This platform is to forge meaningful partnerships. Networking here will spark transformative ideas that ripple into classrooms worldwide, fostering purpose-driven education rooted in faith and foresight.”
The conference featured distinguished thought leaders who illuminated the path toward faith-based educational transformation. Prof. Mohamad Abdalla AM, Director of the Centre for Islamic Thought and Education at the University of South Australia, spoke on integrating Islamic principles with contemporary educational challenges, emphasising the need for faith-based leadership in policymaking. Dr Abdullah Şahin, Reader in Islamic Education at the University of Warwick, UK, delivered an inspiring presentation on “Faith-Based Critical Thinking,” proposing a model that nurtures reflective and resilient Muslim identities while combating intellectual stagnation. Local voices also enriched the discourse. Azim Abdul Majeed, CEO of Iman Academy, Sri Lanka, proudly noted that hosting the conference was a historic opportunity for Sri Lanka’s Muslim community to showcase educational innovation and engage with global peers.
The event’s vibrancy extended beyond the conference halls, with social media amplifying the spirit of unity. Hashtags such as #GAIS2025 trended globally, while Radio Islam captured the enthusiasm with the message: “First time in Sri Lanka for #GAIS2025 — inspired by the coastline and ready for transformative discussions, insha Allah.” From October 6 onward, the conference transitioned into interactive workshops that explored curriculum innovation, ethical technology integration, educational leadership, and international partnerships. These sessions aimed to turn inspiration into implementation, equipping educators with actionable frameworks for institutional and pedagogical excellence. GAIS’s growing influence reflected an expanding global commitment to holistic, values-based education, emphasising collaboration, innovation, and faith-centred leadership. Dr Syed Misbahuddin, newly appointed Advisory Board member, encapsulated this vision by stating, “We are not just educating — we are empowering communities to lead with faith and vision.”
On the sidelines of the main conference, I had the privilege of conducting a special lecture and interactive session for the staff trainers and officials of Mimbar Academy, Hyderabad, who participated as part of the GAIS educators’ network. The session, held at the Hilton Colombo, was titled “Reclaiming Educational Purpose: Integrating Knowledge, Faith, and Action.” I underscored the necessity of transcending conventional academic frameworks that prioritise credentials over competence, calling for a re-engagement with the epistemological foundations of Islamic education to nurture students who embody intellectual vigour, moral integrity, and social responsibility. The lecture focused on four core dimensions: integrating Naqli (revealed) and Aqli (rational) sciences to restore the unity of knowledge; moving from rote instruction to reflective, inquiry-based learning grounded in tazkiyah (purification) and tafakkur (contemplation); empowering teachers as moral mentors and transformative agents; and linking spiritual goals with skill-oriented education for community development. The interactive dialogue with Mimbar Academy’s participants delved into curriculum contextualization, Islamic educational psychology, and teacher motivation. The session concluded with a shared commitment to institutional collaboration between Indian educational councils and international GAIS partners to advance research, training, and innovation in Islamic schooling.
During the main GAIS proceedings, I presented a structured lecture titled “Transforming Education: From Degree-Producing to Job-Generating Institutions.” The presentation emphasised the need for tajdīd (renewal) in educational philosophy and proposed a holistic, integrated model that equips students to thrive ethically and intellectually in the modern world. I highlighted prevailing challenges such as the detachment of education from spirituality and ethics, overreliance on rote memorisation, fragmentation between sciences and humanities, and the lack of creativity and purpose in contemporary learning. The vision I outlined focused on transforming education into a community-relevant enterprise that fosters intellectual, moral, and spiritual growth while positioning institutions as centres of innovation and experimentation. I called for curriculum and assessment reforms to replace outdated examination systems with continuous and holistic evaluation, integrate revealed and rational knowledge, and encourage creativity, research, and reflective learning.
Further recommendations included prioritising skill development and entrepreneurship, fostering community-based projects, encouraging start-ups and ethical enterprises, and developing global academic partnerships through teacher and student exchange programs. I also emphasised the creation of a robust research and publication culture linking study, experimentation, and dissemination. The integration of culture and spirituality into curricula was stressed as vital to reimagining the traditional maktab–madrasah–zawiyah model for modern contexts. As part of short-term initiatives, I proposed launching teacher orientation programs, formalising international MoUs, and instituting annual awards recognising excellence in science, moral education, and innovation. The overall call was to re-envision education as a transformative, value-based endeavour — one that produces ethical leaders and socially responsible change agents rather than mere degree holders, echoing Sir Syed Ahmad Khan’s timeless exhortation: “Education, education, education.”
On October 9, following the Fajr prayer, I delivered a concluding lecture emphasising the urgent need to establish an Educational Think Tank dedicated to Islamic education. Drawing from the Qur’anic verse, “Why should not a group from every community remain behind to gain deep understanding of the religion (liyatafaqqahū fī al-dīn)” (Qur’an 9:122), I urged Muslim educators and institutions to dedicate themselves to intellectual, moral, and spiritual leadership in the field of education. Such an initiative, I noted, is essential for advancing the vision of educational renewal and for shaping an ummah capable of harmonising faith, knowledge, and societal progress.
The GAIS 4th Annual Conference in Colombo thus stood as a milestone in the global movement for renewal (tajdīd) in Islamic education. The participation of scholars, educators, and institutions from across continents reaffirmed a shared commitment to bridging faith and knowledge, reviving educational purpose, and equipping future generations with wisdom, creativity, and moral excellence grounded in divine guidance. The parallel engagement with Mimbar Academy, Hyderabad, and the post-conference deliberation on establishing an Educational Think Tank added practical dimensions to this broader vision, ensuring that inspiration translated into enduring impact. The Colombo conference ultimately symbolised not just a gathering of educators but a unified movement to transform Islamic education into a force that enlightens minds, nurtures souls, and builds communities of faith and intellect for a just and compassionate world.
—Dr Hamidullah Marazi (also known as Hamid Naseem Rafiabadi) is a distinguished contemporary Islamic scholar whose work significantly contributes to the dialogue between Islamic philosophy and modern Western thought. He is the author of several books. Through a rigorous comparative methodology and an emphasis on epistemological integrity grounded in Tawhid (the oneness of God), Marazi critiques secular paradigms and advocates for an integrative intellectual tradition. His scholarship not only critiques Western thought but also calls for mutual enrichment between traditions, emphasising Islamic metaphysics, ethics, and educational reform as central to contemporary challenges.
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