An Analytical Study of Objections to the Islamiyat Syllabus in Pakistan’s National Curriculum

Abstract

Since the introduction of the National Curriculum of Pakistan, there have been many debates about the curriculum and its content, especially in Islamic studies. This research presents an analytical study of the changes in the curriculum and the objections raised against it by religious scholars, intellectuals and various religious groups. The study is based on a qualitative, analytical and research methodology, which actually presents an analysis of official curriculum documents, academic opinions and relevant literature. To address the basic concerns. Most of the objections to the Islamic studies curriculum are not based on sectarian bias, but rather express concerns that the references to the Ahl al-Bayt, the Companions and the wives of the Prophet have not been fully and accurately included in the curriculum. Similarly, questions have also been raised about the changes made to some authentic religious practices, such as Durood Sharif or other Islamic concepts. Overall, these objections reflect a desire for authenticity, comprehensiveness, and improved academic standards, rather than opposition to any specific sect. The study concluded that a consensus, inclusive, and consultative approach is necessary for curriculum development so that the curriculum becomes a source of sound religious understanding, moral training, and unity.