ASSESSMENT OF ISLAMIC EDUCATION IN PROMOTING TOLERANCE AND PEACE AMONG SECONDARY SCHOOL STUDENTS IN DALA LOCAL GOVERNMENT AREA, KANO STATE
Abstract
This study assesses the role of Islamic education in promoting tolerance and peace among secondary school students in Dala Local Government Area, Kano State. The research was guided by four objectives: evaluating whether the content of Islamic education aligns with Qur’anic principles on peace and tolerance; assessing the extent to which it fosters tolerant attitudes among students; identifying its role in nurturing harmonious relationships; and examining the challenges educators face in implementing these ideals. A descriptive survey design was employed, utilizing cluster and simple random sampling techniques to select 231 respondents across selected schools. Data were collected through a structured questionnaire titled Islamic Education Tolerance and Peace Promotion Questionnaire (IETPPQ) and analyzed using frequency and percentage distributions. The findings reveal that while the Islamic education curriculum significantly promotes peace and tolerance, gaps remain in curriculum relevance, teacher preparedness, and resource availability. Based on the results, recommendations include curriculum enhancement, targeted teacher training, improved resource allocation, interactive teaching strategies, and the incorporation of interfaith dialogue programs. The study concludes that Islamic education holds substantial potential in fostering peaceful coexistence if supported by effective policy implementation and continuous stakeholder engagement.
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