Development of a conceptual model of integrated character education for Muslim students in Bangladesh

Abstract

Bangladesh, a predominantly Muslim nation, is experiencing a growing concern over moral degradation as societal actions increasingly deviate from established religious, cultural, and social norms. Though the government has put forth efforts to impart moral teaching through the existing national curriculum, these challenges remain prevalent, which indicates a gap in effective character education practices. This study aims to conceptualise an integrated character education model for Muslim students in Bangladesh based on Islamic philosophical foundations. The study employed philosophical analysis, historical analysis and library research methods. Drawing on al-Ghazali’s and Thomas Lickona’s principles of moral and character education, the study offers an integrated, culturally relevant conceptual model grounded in Islamic principles, which integrates character development across curricular, co-curricular, and extracurricular domains simultaneously. The model also emphasises a mechanism to assess students’ character development through their actions. Furthermore, the study outlines and emphasises the collaborative roles of teachers, educational administrators, religious leaders, and policymakers in ensuring the model’s effective implementation across both secular-based and Islamic-based national education systems in Bangladesh. The study contributes a context-sensitive framework for strengthening moral and ethical development among Muslim students and provides a conceptual basis for future character education practices aimed at fostering holistic character formation within the Bangladeshi educational context.