کلیہ الشریعہ کے نصاب کا گریجویٹس کی تعلیم و تربیت پر اثر: کنز المدارس بورڈ کے نصاب کی روشنی میں سروے ریسرچ

Abstract

This mixed-methods study assessed the perceived educational and formative impact of Kulliyāt al-Sharīʿah—a four-year, HEC-recognized Islamic scholars’ program operated under the Kanz al-Madāris Board. Using a cross-sectional convergent design, we surveyed current students across semesters (n=50) on a 5-point Likert scale (1=strongly disagree to 5=strongly agree; “6” coded as N/A and excluded; reverse-worded items rescored). Quantitative analyses produced item and composite descriptives, percentage agreement (Pct 4–5), reliability, and inter-composite correlations; three open-ended questions were thematically coded. Internal consistency was strong (Cronbach’s α=0.897). Composite means ranged from 3.82 to 4.61, with Overall Impact highest (Mean=4.61). Agreement was very high for Overall Impact (Pct=95.74%), Fiqhi Usul (83.33%), Dialogue & Ḥikmah (82.35%), and Time & Spiritual Discipline (80.85%); moderate for Teaching Resources (73.93%); and comparatively lower for Lughvi (Arabic) Skills (65.54%). Correlations were moderate-to-strong, notably Akhlaqi Qiyam with Fiqhi Usul (r=0.85), Teaching Resources with Qurʾan–Hadith (r=0.77), and Time–Spiritual with Seerat–Maqasid (r=0.72), indicating coherent gains linking ethical formation, methodological reasoning, and spiritual discipline. Narrative responses converged with the statistics: students described clearer maqāṣid-oriented reasoning, stronger ethical self-regulation (e.g., restraint in anger, civility in disagreement), and greater regularity in worship and time management. Development needs clustered around Arabic grammar/reading fluency and fuller access to library/online portals. Overall, the program appears to deliver substantial cognitive, ethical, and spiritual benefits aligned with its aims, while highlighting actionable improvements. We recommend intensified Arabic practice (e.g., iʿrāb drills and graded readers with parse-and-gloss), structured think-aloud feedback in class, and strengthened library/digital provision to equalize learning supports across cohorts.