When Faith Takes Precedence: Insights Into Muslim Youths' Educational Preferences

This qualitative study explored the lived experiences influencing Muslim youths' preference for Islamic studies over formal education using phenomenological inquiry. Findings revealed that spiritual fulfillment, cultural preservation, and social belonging were key themes guiding the participants' educational choices. Youth narratives emphasized Islamic studies as deeply meaningful and identity-affirming, reinforcing emotional resilience and a clear sense of personal purpose. These findings align with Erikson’s Identity Development Theory, highlighting the significance of value exploration and commitment in shaping adolescent identity, and Tajfel’s Social Identity Theory, which underscores the importance of group affiliation in forming self-concept and social roles. Coping mechanisms identified included prayer, self-reflection, and supportive social relationships, underscoring the critical role of faith-based resilience. Educational insights drawn from the study emphasized the need for culturally responsive curricula, equitable access to education, and teacher development rooted in moral and cultural sensitivity. These insights correspond to Bourdieu’s Cultural Capital Theory, suggesting that culturally rooted knowledge and values positively influence educational success and resilience. Recommendations highlighted collaborative efforts among educational stakeholders to integrate religious diversity into educational frameworks effectively. Finally, the study contributes to a deeper understanding of how spiritual and cultural identities shape educational engagement and resilience among Muslim youth.