Abstract

This study examines the challenges associated with the teaching and learning of Islamic Studies in primary schools in Shari’ah-implementing states in Nigeria, with particular reference to Sokoto, Kano, and Zamfara States. Islamic Studies occupies an important position in the educational development of Muslim children, as it provides learners with knowledge of Islamic beliefs, acts of worship, moral values, social responsibilities and the principles guiding individual and communal life. Despite its significance, the effective teaching and learning of the subject at the primary school level may be constrained by several factors. These include inadequate qualified teachers, insufficient instructional materials, overcrowded classrooms, inadequate teacher training and professional development, limited teaching time, poor availability of relevant textbooks and other learning resources and challenges associated with curriculum implementation. The study adopts a quantitative research method, with data collected through consultation of libraries and other relevant sources. The study seeks to identify the major challenges confronting the effective teaching and learning of Islamic Studies and to examine their implications for pupils’ academic achievement and moral development. The findings revealed useful information for educational authorities, curriculum planners, school administrators, teachers and other stakeholders in developing appropriate measures to improve the teaching and learning of Islamic Studies in primary schools within the study area.