Building Bridges between the Education Systems of the Muslim World and the West: The Case of Somalia

Abstract

Aim of the Study: This study explored Building Bridges between the Education Systems of the Muslim World and the West: The Case of Somalia.

Methodology: Employing a qualitative methodology, it analyzes historical documents, academic literature, and case studies to identify patterns and implications of educational dualism.

Findings: The findings reveal that while Islamic education emphasizes spiritual and moral values, Western education prioritizes secular and empirical knowledge, often leading to fragmented educational philosophies in Somalia. It was highlighted the marginalization of Islamic principles in favor of Western pedagogical methods, particularly in urban areas. This dualism creates disconnection between intellectual and spiritual development, challenging Somalia's ability to balance modern demands with cultural and religious identities.

Conclusion: The study concludes that integrating Islamic principles into all educational sectors is essential for fostering a unified, morally grounded, and intellectually competent society. The researcher suggested the following Recommendations include curriculum reform that combines Islamic and modern subjects, teacher training to incorporate ethical teachings, policy support for Islamic education, and the modernization of Quranic schools to ensure their relevance in the contemporary educational landscape.