Civic Education in Contemporary Educational Systems: A Critical Analysis in the Light of Islamic Thought

Abstract

Modern educational discourse frequently emphasizes civic education as a means of producing law-abiding and socially responsible citizens. However, Islamic educational philosophy transcends this limited framework by prioritizing the formation of a morally upright human being (al-Insān al-Sāliḥ) before the development of a responsible citizen. This paper argues that while contemporary educational systems, particularly in developing countries, include civic education as part of formal curricula, it often remains ineffective due to fragmented instructional methods, lack of practical implementation, and absence of moral grounding. Studies from China (Xiao & Tong, 2010) and Western academic debates (Kunzman, 2005; Johnson, 2012) similarly highlight the global struggle to integrate values, emotional maturity, and civic responsibility into education. Islam, by contrast, offers a holistic concept of civic responsibility rooted in Tawḥīd, justice (al-ʿAdl), social cooperation (Taʿāwun), and accountability (Mas’ūliyyah). Islamic teachings cultivate not only social order but also spiritual conscience and ethical discipline, creating a citizen who fulfills duties towards God, society, and humanity. This study concludes that the integration of Islamic moral foundations into civic education can offer a transformative model capable of addressing social decay, moral crises, and civic decline in modern societies.