An exploration of teachers’ and students’ perspectives on the effective teaching of the critical interpretation of the Quran in multilingual classrooms

The interpretation of the Quran is one of the core subjects of the Dars-e-Nizami curriculum taught within Muslim institutes and academies. However, little has been explored about the pedagogy and pedagogical issues that teachers of the critical interpretation of the Quran face in the process of teaching and learning in multilingual classrooms. The current study aimed to explore teachers' and students' perspectives on the effective teaching of the critical interpretation of the Quran by using interpretive phenomenological analysis based on the researcher's position as an insider because he has a similar socio-cultural and educational background and teaching and learning experience. In-depth semi-structured interviews, classroom observations and documents studies were used to generate data to develop a framework for teaching the critical interpretation of the Quran. The research participants viewed teaching and learning the critical interpretation as a process of generating, re-thinking and experimenting with interpretation and recommended inquiry-led, multidisciplinary, and real-world strategies for teachers to engage students when reflecting on the Quranic text. The study makes valuable recommendations for policymakers, existing and newly appointed teachers, and heads of institutes for producing bold, visible, and future-focused scholars and faith leaders.