Islamic Education in Muslim Minority Communities: A Comparative Study of Characteristics, Sustainability, and Governance in Europe, America, and East Asia
Abstract
Islamic education among Muslim minority communities faces complex challenges arising from differences in political systems, cultural contexts, and national education policies. This article aims to analyze the characteristics, sustainability strategies, and governance models of Islamic education among Muslim minority communities in Europe, America, and East Asia. This study employs a qualitative approach using library research and analyzes relevant academic literature on Islamic education in Muslim minority contexts. The findings indicate that Islamic education among Muslim minorities does not follow a single model but develops through interactions among the state, Muslim communities, families, and educational institutions. In Europe, the primary focus is on state–religion relations and social integration; in the United States, Islamic education develops through diverse community-based educational ecosystems; while in East Asia, greater emphasis is placed on strengthening the roles of families and local communities. This article proposes a governance model for Islamic education in Muslim minority contexts based on five principles: collaborative, contextual, identity-based, inclusive and dialogical, and adaptive and sustainable.
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