Approaches used by Islamic education teachers to integrate moral values in their teaching: a case study at Ansarul Islam Secondry School, Ilorin, Kwara State, Nigeria

Abstract

This study explores the approaches used by Islamic education teachers at Ansarul Islam Secondary School, Ilorin, Kwara State of Nigeria, in inculcating their students with moral values. It examines the extent to which the teachers understand the Islamic approach to moral education, as explained in the Qur’ān and Sunnah, and how their approach has produced the expected results among their students and the community at large. The study applies qualitative method of phenomenology for data collection and analysis. Data used in the study are based on school curriculum and text books, interviews with the teachers and students as well as observation of teachers and students when performing their respective duties. Analysis of data uncovered several themes related to the inculcation of moral values. This includes the principal values emphasized in the curriculum; teachers’ knowledge of, and concern with, the concept of morality in their work; teachers understanding and mastering of the approach of the Qur’ān and Sunnah; impact of approaches used on the students, and the suggestion for improvement. The study finds that teachers are generally aware of Islamic moral values and the Qur’ānic approach to morality. While students appreciate and recognise the validity of moral values they learn at school, they are confronted with other negative norms at home and in society that are not compatible with the Islamic morality. Thus, the study recommends that there should be more cooperation between school on the one hand and home and society on the other.