Plotting Removal of Arabic, Islamic and Shari’ah Studies From Nigeria’s Curriculum Is Hypocrisy, Undermining Religious Freedom and Cultural Heritage

By SHERIFDEEN ABBAS

Islamic Studies is not only about religious rituals but also teaches values such as honesty, justice, compassion, respect for parents, responsibility and peaceful coexistence. Many educators see religious and moral education as part of character development when properly taught. Research on Islamic Studies in Nigeria has examined its role within value-based education and moral training.

The call by some individuals and groups for the removal of Arabic, Islamic Studies and Shari’ah-related teachings from Nigeria’s educational curriculum has continued to generate debate across the country. Many Muslims view such moves as an attempt to weaken the foundation of Islamic learning and limit the ability of Muslims to understand and practise their faith properly. Such people are plotting to destroy the fabrics of Islamic practice and worship of Allah and, a country where there is a good government, should not allow them to mix with normal people.

For millions of Muslims in Nigeria and the world over, Arabic is not merely a language; it is the language of the Qur’an and an important tool for understanding Islamic teachings. Islamic Studies provides knowledge about faith, morality, worship, history, ethics and social responsibilities, while Shari’ah studies introduce students to Islamic legal principles and values. Scholars have noted that Arabic literacy plays an important role in accessing Islamic primary sources such as the Qur’an and Hadith.

Those who oppose the removal of these subjects argue that eliminating them from schools would amount to denying Muslim students access to an important part of their religious identity. They believe that education should accommodate Nigeria’s diverse cultural and religious realities rather than exclude any group’s heritage.

Nigeria is a multi-religious nation where the Constitution guarantees freedom of religion and the right of citizens to practise their faith. Supporters of Islamic education argue that just as other religious studies are recognised within the education system, Islamic Studies and Arabic should also remain available to Muslim students who choose to study them. Nigeria’s educational authorities have previously clarified that Islamic Studies and Christian Religious Studies remain distinct subjects within the curriculum framework.

According to advocates of Islamic education, the attempt to remove these subjects could have wider consequences beyond religion. They argue that Arabic and Islamic scholarship have contributed significantly to Nigeria’s history, especially in areas of literature, law, diplomacy, administration and intellectual development. Arabic education has existed in parts of Nigeria for centuries and has produced generations of scholars who contributed to society.

They further argue that Islamic Studies is not only about religious rituals but also teaches values such as honesty, justice, compassion, respect for parents, responsibility and peaceful coexistence. Many educators see religious and moral education as part of character development when properly taught. Research on Islamic Studies in Nigeria has examined its role within value-based education and moral training.

However, some education experts maintain that curriculum decisions should always be based on national educational objectives, inclusiveness and the need to prepare students for modern challenges. They argue that reforms should focus on improving teaching quality, providing qualified teachers and updating content rather than eliminating subjects.

For many Muslims, therefore, the debate is not simply about a school subject but about preserving a system of knowledge that connects them with their faith, history and cultural identity. They believe that removing Arabic, Islamic Studies and Shari’ah education would weaken the transmission of Islamic knowledge from one generation to another.

As Nigeria continues to discuss educational reforms, stakeholders are expected to balance national unity with respect for the religious and cultural identities of its citizens. The argument from supporters of Islamic education is that protecting access to Arabic and Islamic studies is not an attempt to impose religion on others, but a demand for the continued recognition of the rights of Muslims to learn and understand their faith within the educational system.