Islamic Private Schools in Southern Thailand: Prospects and Future Management Models

UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/

Y

26

Foreign Countries; Muslims; Religious Schools; Islam; Expectation; Parents; Alumni; Administrators; Educational Attitudes; Religious Factors; Cultural Influences; Models; Ethical Instruction; Questionnaires

2147-0901
2564-8020

Background/purpose: Muslim parents in the Deep South of Thailand prefer to send their children to Islamic private schools, expecting that they would simultaneously accumulate Islamic and secular knowledge and become devout Muslims. This study employed a future-oriented research design to explore parents' and alumni's expectations of Islamic private schools and to synthesize future administrative models for these schools. Materials/methods: The research consisted of three parts: Part I collected quantitative data from 416 parents and alumni; Part II obtained qualitative data from 261 school administrators, department heads, teachers, parents, and alumni; and Part III developed future models for Islamic private schools using data from 32 essay submissions and 10 focus group discussions. Results: Findings showed that the top expectations included Islamic private school graduates becoming devout Muslims and possessing the ability to apply knowledge in daily life, and schools cultivating students' morals and ethics and providing practical experiences aligned with the Islamic way of life. Three curriculum models emerged--dual education with a special secular program, a merged time structure, and a merged time-curricular structure--supported by two administrative strategies: modernizing for change and preserving cultural quality. Expected learner outcomes included integrative and Islamic lifestyle skills, leading to professional lives grounded in Islamic values and in religious leadership. Administrators were expected to uphold three pillars--Ikhlas, Amaanah, and Adalah--guided by seven proposed strategies. Conclusion: School administrators must establish a monitoring and evaluation system to guide extensive development based on these available data on learner quality and community outcomes. Once the process can be continuously revised and repeated, schools have a high chance of achieving tangible, sustainable results.

As Provided

2025

EJ1491181