Developing a Competency-Based Curriculum in Islamic Education: Implications for Teacher Training

Abstract

This study explores the development of a competency-based curriculum (CBC) within Islamic education and its implications for teacher training. While competency-based approaches have been widely promoted in global education systems, their integration into Islamic education requires careful contextualization to ensure alignment between modern pedagogical standards and the values of Islamic teachings. Using a qualitative research design, this study employed document analysis and semi-structured interviews with Islamic education teachers and curriculum developers to investigate perceptions, challenges, and readiness in implementing a CBC. The findings reveal that teachers generally support the integration of competency-based principles, particularly in fostering critical thinking, communication, and digital literacy, while still emphasizing moral and spiritual growth. However, several challenges were identified, including limited teacher preparedness, insufficient training resources, and misalignment between curriculum goals and classroom realities. These challenges highlight the urgent need for teacher training programs that are not only pedagogically robust but also rooted in the Islamic educational ethos. The study argues that without systematic professional development and institutional support, competency-based reforms risk being implemented superficially.