Urgent reforms needed to ensure quality education and ethical guidance amidst growing neglect
Islamic Studies is one of the most vibrant and relevant academic disciplines of contemporary times. In a world grappling with the erosion of ethical values, moral responsibility, and societal harmony, the subject offers a robust framework for understanding ethics, spirituality, and interfaith coexistence. Yet, in Jammu and Kashmir, a region with a rich history of Islamic scholarship and cultural plurality, this discipline is languishing due to systemic neglect, bureaucratic apathy, and short-sighted policies. Despite its immense potential to address critical societal challenges, Islamic Studies remains an overlooked academic pursuit, particularly at the secondary and higher secondary levels, where its foundation is most needed.
The significance of Islamic Studies lies not just in its religious and cultural dimensions but also in its ability to mould character, promote moral values, and foster mutual respect among diverse communities. It is a holistic discipline encompassing ethics, philosophy, history, and comparative religion. This multidisciplinary approach is particularly pertinent at a time when societal decay, corruption, and moral decline are rampant. In Jammu and Kashmir, where communal harmony and moral education are vital, Islamic Studies could act as a linchpin in shaping individuals and communities for the better. However, the dismal state of its implementation paints a grim picture.
Islamic Studies is currently offered across major universities in Jammu and Kashmir, including the University of Kashmir, the Islamic University of Science and Technology, and Baba Ghulam Shah Badshah University. It is also taught in several degree colleges and higher secondary schools, indicating its relevance and demand. However, significant issues persist in its implementation and governance. The inconsistency in teaching Islamic Studies is most apparent at the secondary and higher secondary levels. While the subject enjoys some presence in higher education, its foundation at the formative stages is woefully inadequate. This creates a gap in students’ academic and moral upbringing. Recent revelations through the Right to Information reply disclosed that seven higher secondary schools offering Islamic Studies are without any faculty to teach the subject. This raises a troubling question: how are students in these institutions expected to learn and benefit from this subject without qualified teachers? Such negligence undermines not only the credibility of the subject but also the future of students who wish to pursue it as an academic and professional field.
If principles of ethics, character building, and moral reasoning are not imparted during these formative years, how can students be expected to develop a deeper understanding and appreciation for these values later in life? The lack of institutional support and qualified teachers deprives young minds of guidance during their most vulnerable years, leaving them without the tools to traverse the complexities of modern life.
A glaring example of this neglect is witnessed in the recent advertisement by the Jammu and Kashmir Public Service Commission for 575 lecturer posts, which shockingly excluded Islamic Studies altogether. This omission has dashed the hopes of countless postgraduate and doctoral degree holders in the subject, who had been waiting for an opportunity to contribute to academia and society. For years, students have dedicated their time, resources, and energy to pursuing degrees in Islamic Studies, only to find themselves stranded with limited or no employment opportunities. This state of affairs has left many qualified individuals disillusioned and questioning the relevance of their academic pursuits. Subsequently, this neglect not only results in wasting the potential of these scholars but also discourages future generations from pursuing this discipline.
On the other hand, the absence of recruitment for Islamic Studies lecturers and the vacant teaching positions in higher secondary schools further compound the issue. It raises several critical questions about who is teaching Islamic Studies in these schools where faculty positions remain unfilled. Are students being taught by unqualified teachers, or are they left to study the subject on their own? If the government is unwilling to address these vacancies and recruit qualified staff, it begs the question of why the subject is being offered at all. Such neglect reflects a broader trend of side-lining humanities and social sciences in favour of technical and vocational education. While technical education is undoubtedly important, it should not come at the expense of disciplines that shape character, promote ethical reasoning, and contribute to societal well-being.
The government and educational authorities must recognize the critical role of Islamic Studies in addressing contemporary societal challenges. Immediate steps are needed to rectify the glaring gaps in its implementation and governance. Qualified Islamic Studies teachers must be recruited at the secondary, higher secondary and college levels to ensure that students receive quality education in the subject. Vacant positions should be filled without delay, and the Jammu and Kashmir Public Service Commission should include positions for Islamic Studies lecturers in their advertisements. Adequate resources, including qualified teachers and updated curricula, must be allocated to ensure the subject’s effective implementation. A comprehensive policy for the promotion of Islamic Studies should be developed, ensuring its integration into the broader educational framework of Jammu and Kashmir. This would provide much-needed employment opportunities for postgraduate and doctoral degree holders in the subject.
If meaningful reforms are not undertaken, the future of Islamic Studies in Jammu and Kashmir looks bleak. Students and scholars may abandon the subject altogether, leading to its eventual closure at the secondary and higher education levels. Such a scenario would be a loss not only for the academic community but also for society at large, which stands to benefit immensely from the ethical and moral guidance that Islamic Studies provides. The current trajectory will discourage students from pursuing Islamic Studies, leaving countless young minds without a moral compass to steer the complexities of modern life. The government must act now to prevent this valuable discipline from fading into obscurity.
By Dr K Sajad Ahmad
ks**********@***il.com