Integrating Islamic Studies and Arabic Language (ISAL) in Secular Public Schools Educational Reforms in Bangsamoro Autonomous Region

Abstract

Muslim Filipinos have historically sought to incorporate Islamic knowledge into their education. The rise of a new autonomous government in the region, including the introduction of Islamic education in secular public schools, has brought significant changes to Bangsamoro learners’ educational experience. This study explores how integrating Islamic Studies and Arabic Language (ISAL) in public schools under the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) affects the educational experiences of Bangsamoro learners, and opportunities and challenges that arise from this reform. Using a qualitative narrative approach, the study investigates students’, parents’, and teachers’ perceptions of this educational reform. Data were gathered through purposive sampling and analyzed thematically. Data triangulation from diverse respondents ensured the validity of critical arguments and findings. Findings reveal positive impacts such as enhanced educational experience, deeper cultural awareness, improved religious practice among students, parental engagement, strengthened community cohesion, and financial and teachers’ professional growth. However, along with implementation, challenges include gaps in madrasah background, student misbehaviour, resource limitations, and systemic tensions between secular and religious values rising. These issues have also impacted traditional madrasahs, contributing to reduced enrollment and teacher shortages. Therefore, the study suggests further research on the long-term impact of ISAL integration on traditional madrasahs and proposes systemic support for coexistence.