Exploring Muslim Student Learning Experiences at the Bioscience-Islam Interface Insights from Two Cultural Contexts

Abstract

Globally, educational initiatives that integrate Islam and science are on the rise. However, there is scant empirical data on these interventions, specifically those that detail student learning experiences and their views on the relationship between science and Islam. This paper describes the experiences of 68 Muslim students from the United States and Malaysia upon completing a seminar-based enrichment course on bioscience and Islam. Using the framework method to qualitatively analyze participants’ essays, we found overall positive experiences. Generally, students reported acquiring a greater understanding of Islamic epistemology and increased comprehension of knowledge classification schema and evidence-strength assessment in the context of religion and science engagement. Essays also indicated a spectrum of views on the relationship between bioscience and Islam, from conflict to compatibility and integration. Based on these data, our integrative curriculum can serve as a model for Islamically oriented institutions of higher learning that seek to engage religion and science discourses in the classroom.