Maulana, M., Al Faruqi, M. I. H., & Ganiswari, S. (2026). Beyond ritual compliance: Rethinking religious education in an Islamic boarding school. British Journal of Religious Education, 1–18. https://doi.org/10.1080/01416200.2026.2734383

 

 

 

ABSTRACT

Islamic boarding schools are designed to provide holistic education integrating intellectual, moral and spiritual development, with religious education positioned at the core of daily life to cultivate spiritually conscious students (insan kamil). However, in practice, religious education within the dormitory setting is often perceived by students as routine obligations rather than meaningful formative process. This study explores how students perceive religious education in an Islamic boarding school and how these perceptions shape their motivation and engagement in religious practices. Employing a qualitative reflective–interpretive design, data were collected through participant observation of religious learning and worship activities, in-depth interviews with eight students, and researchers’ reflexive field notes as insider educators. Thematic analysis revealed that religious education is largely experienced as formalistic and compliance-driven. Students’ participation in religious activities is predominantly motivated by extrinsic factors, particularly institutional rules and disciplinary sanctions, rather than intrinsic spiritual awareness. Moreover, religious education is perceived as less legitimate and less consequential than formal academic schooling. These conditions constrain the transformative potential of Islamic education. The study calls for reorientation towards dialogical and reflective pedagogies that prioritise meaning-making and the internalisation of spiritual values, enabling boarding schools to more effectively nurture holistic and spiritually grounded students.