The Construction of Humanitarian Agency and Gender in Islamic Education Curriculum: A Case Study of Modern Islamic Boarding School-Based Educational Institutions

Abstract

This study aims to examine how humanitarian agency and gender are constructed within the Islamic education curriculum and to explore the ways curriculum implementation, institutional culture, and educational practices contribute to the development of socially responsible and gender-inclusive learners. A qualitative case study design was employed, utilizing purposive sampling to recruit school leaders, curriculum developers, teachers, and students who were directly involved in curriculum implementation. Data were collected through semi-structured interviews, classroom observations, and document analysis, and subsequently analyzed using thematic analysis to identify recurring patterns and emerging themes. The findings reveal that humanitarian agency is embedded across Islamic education subjects and reinforced through institutional culture, experiential learning, and community engagement rather than being taught as a standalone curriculum component. Gender is constructed through equitable educational participation, leadership opportunities, and collaborative learning while maintaining the ethical principles of Islamic education. These findings suggest that integrating humanitarian values and gender-responsive practices into the curriculum strengthens students' ethical awareness, social responsibility, and inclusive attitudes. The study contributes a contextual framework for curriculum development that integrates Islamic values with humanitarian education and gender inclusion, offering practical implications for educators and policymakers seeking to develop more socially responsive and ethically grounded educational systems.