In our time, the effectiveness of Ulama as teachers in Islamic schools is not merely a question of knowledge, but of relevance, impact, and transformation. Having studied the landscape of Islamic education for decades and engaged with countless educators, school leaders, and students, I propose five essential and prioritized criteria to train Ulama to become truly effective teachers in our Islamic schools. These criteria are rooted in my reflections, published writings, and extensive experience in both Islamic and secular education systems.
1. Pedagogical Excellence: Teaching with Purpose and Precision
The single biggest gap in the current formation of Ulama as teachers is a lack of training in teaching methods. Many are deeply knowledgeable, but struggle to convey that knowledge in a way that resonates with students, especially in a school environment. Effective pedagogy — the science and art of teaching — includes understanding learner needs, lesson planning, instructional strategies, student engagement, assessment, and classroom management.
Training must therefore begin with developing the skills of how to teach — not just what to teach. As Rasoolullahﷺ said, “Make things easy, and do not make them difficult. Give glad tidings and do not drive people away” (Bukhari, Muslim). Teaching must inspire, not intimidate.
2. Mindset and Character Transformation
Pedagogical training will only succeed if it is grounded in a transformation of mindset and character. Many Ulama, due to their background in traditional madrassa education, enter schools with rigid views and, at times, a sense of superiority or detachment from the lived realities of their students.
This calls for an intentional reorientation: from preaching to reaching hearts, from judging to mentoring, from speaking at students to walking with them. We must cultivate Ulama who are humble, emotionally intelligent, pluralistic in their outlook, and who see education as a partnership in building better human beings.
Rasoolullahﷺ remains the eternal example. His ability to touch the hearts of even his enemies was not due to coercion, but to his character. “Verily, in the Messenger of Allah you have a good example for he who hopes for Allah and the Last Day, and remembers Allah much.” (Qur’an 33:21)
3. Intellectual Expansion: Bridging Tradition and Modernity
The world our students inhabit is shaped by science, technology, media, and rapidly evolving social challenges. Ulama must therefore broaden their intellectual base beyond traditional Islamic sciences. This includes exposure to STEM disciplines, contemporary philosophy, psychology, history, and current events.
Such knowledge does not compromise their faith — it strengthens their capacity to relate the Qur’an and Sunnah to the real problems students face today. As I have written extensively in my articles on madrassa reform, “we must develop Ulama who can bridge the gap between Islamic theology and modern challenges and find answers to them from the Qur’an, Sunnah and Seerah.”
This requires both formal opportunities for learning and a personal commitment to lifelong study.
4. Embodiment of Hope and Leadership
An Islamic school teacher is not just an instructor — they are a leader and a moral compass. The most powerful teachers are those who light the flame of idealism in their students’ hearts and give them the means to keep that flame burning. Students today face confusion, identity crises, and despair. The role of an Aalim is to nurture hope through confidence in Islam, a personal relationship with Allahﷻ and Rasoolullahﷺ, and the belief that they can and must work to make the world a better place.
Leadership, particularly in times of stress, is an essential criterion. As Allahﷻ says: “Indeed, those who say, ‘Our Lord is Allah’ and then remain steadfast — the angels will descend upon them saying, ‘Do not fear and do not grieve but receive good tidings of Paradise, which you were promised.’” (Qur’an 41:30)
5. Commitment to Lifelong Learning and Self-Development
No training program, however well designed, can replace the individual’s commitment to growth. The best Ulama are those who see knowledge as a journey, not a destination. As part of their professional practice, they must renew their skills and knowledge annually — both in religious and secular domains.
We must create institutional structures that support this — including sabbaticals, research opportunities, mentorship, and community learning circles. But above all, the desire to grow must come from within.
Final Word: The Purpose of the Aalim in the Classroom
The ultimate purpose of an Islamic school teacher who is an Aalim is this:
To give students hope arising out of confidence in Islam and Islamic knowledge, reinforced by a close connection with Allahﷻ and Rasoolullahﷺ — that the world can be made a better place and that it is their life’s goal to work towards that. They should light the flame of idealism in the heart of every student and give them the means to keep that flame burning, to illuminate their path especially during the long, cold, dark nights of confusion, even despair, that precede the dawn of enlightenment and success.
May Allah guide us and give us the courage and clarity to raise such Ulama — for the future of our Ummah depends on them.
References:
- Sahih Bukhari & Muslim – Hadith on teaching with ease
- Qur’an 33:21 – The example of the Prophet ﷺ
- Qur’an 41:30 – On steadfastness and hope
- Baig, Mirza Yawar. “Madrassa Education in India – What Needs to Change.” www.yawarbaig.com
- Baig, Mirza Yawar. “What is Islamic Education?” www.yawarbaig.com