Islamic Religious Education (IRE) Systems in Khmer Islamic Community: Challenges and Solutions
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Abstract
This study explores the development, challenges, and prospects of Islamic Religious Education (IRE) in Cambodia’s Khmer Islamic community. While more than 600 institutions now provide IRE, the systems remain diverse, drawing on Malaysian, Singaporean, Arab, and local curricula that often lack standardisation and contextualisation. A qualitative approach was employed through semi-structured interviews, classroom observations, and documentary analysis with stakeholders including the Mufti of Cambodia, representatives of the Cambodian Muslim Teachers Association (CAMTA), and educators from five schools. Findings show significant variation across Malaysian, Singaporean, Kuwaiti, Saudi, and customised models, with uneven content, depth, and implementation. Key challenges include weak governance, absence of a centralised curriculum, shortages of trained teachers, inadequate professional development, and poor infrastructure. The study recommends reform through a unified framework grounded in Islamic educational philosophy, systematic teacher training, regular curriculum evaluation, and integration of modern pedagogical methods, ensuring both cultural preservation and alignment with national education goals.
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