Many Muslim teachers, especially those in Islamic schools, have often been at the forefront of this shift, viewing their roles as a vocation that fulfills a divine calling from God. They rely on the Islamic concept of tarbiyah as a guiding principle, which broadens the scope of teaching beyond theological and moral instruction to encompass character development, nurturing, and the overall upbringing of students. However, the degree to which a unified and consistent interpretation of tarbiyah exists, as well as its application across various regional, cultural, and ethnic contexts, remains uncertain.

This study examines the perceptions of tarbiyah among Muslim teachers in different regions, including Britain, Zanzibar, Pakistan, and Malaysia. It reveals how the blending of modern professional environments with educators’ personal educational philosophies leads to varied interpretations of their roles as teachers. More importantly, the study assesses the impact of these diverse viewpoints on the professional development of Muslim teachers by enhancing their knowledge and skills, promoting God-awareness through increased self-awareness, and implementing necessary ecological adjustments to better support their roles.

Sayyid Ali Imran completed his BCom in Marketing at York University, Toronto, in 2010. Following his undergraduate studies, he embarked on an educational journey at the seminary in Qom from 2012 to 2021. During his time there, he pursued a Bachelor’s degree in Fiqh wa Ma’arif and then a Master’s degree in Philosophy. He also participated in bahth al-kharij of Fiqh and Usul from 2018 to 2021. In parallel, he obtained a M.A in Islamic Studies from the Islamic College of London in 2018. Currently, he is completing his Master’s degree in Education at the Ontario Institute for Studies in Education (OISE), University of Toronto. Alongside his academic pursuits, Sayyid Ali Imran serves as the religious advisor and head of curriculum and pedagogy at Al Haadi School, a private faith-based school situated in the Eastern Greater Toronto Area.

1:20 Why tarbiyah matters + the core question

2:30 What tarbiyah is (holistic upbringing, character, nurturing)

3:51 How the research was done (4-country comparison + framework)

5:13 Case Studies A — Britain vs Zanzibar (identity/autonomy vs mentoring/authority)

11:07 Case Studies B — Pakistan vs Malaysia (limited pedagogy vs time + staff tensions) 15:22 Main takeaway (tarbiyah is diverse and sometimes contradictory)

16:43 Practical solutions: teacher development + leadership support

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