Aligning Arabic and Islamic Studies Curricula with 21st-Century Skills: An Assessment of Sustainable Development and Peacebuilding Themes in Senior Secondary Schools

Abstract

The rapid transformation of education, technology, labour markets, and global society has increased the need for curricula that develop not only subject-specific knowledge but also critical thinking, communication, collaboration, creativity, digital competence, intercultural understanding, and peace-oriented dispositions. Within this context, Arabic and Islamic Studies at the senior secondary-school level have considerable potential to contribute to the Sustainable Development Goals (SDGs), peacebuilding, social cohesion, ethical citizenship, and responsible participation in an increasingly interconnected world. However, the extent to which existing curricula explicitly and systematically integrate these 21st-century competencies remains insufficiently understood. This study therefore assesses the alignment of Arabic and Islamic Studies curricula in senior secondary schools with selected 21st-century skills, with particular attention to themes related to sustainable development and peacebuilding. Using a qualitative curriculum-analysis approach, the study examines curriculum objectives, content, learning experiences, and expected competencies to identify the extent to which sustainability, peaceful coexistence, dialogue, tolerance, ethical responsibility, critical thinking, and related skills are embedded within the subjects. The analysis is guided by a conceptual intersection between 21st-century skills, the Sustainable Development Goals, peace education, and the educational objectives of Arabic and Islamic Studies. The study is expected to identify areas of substantive alignment as well as gaps, fragmentation, and opportunities for curriculum enhancement. It argues that repositioning Arabic and Islamic Studies around relevant contemporary competencies need not weaken their linguistic, cultural, or religious foundations; rather, it can strengthen their educational relevance by connecting established Islamic ethical principles and Arabic-language learning with sustainability, peacebuilding, responsible citizenship, and lifelong learning. The study consequently proposes directions for curriculum reform, teacher preparation, instructional practice, and assessment to enhance the contribution of Arabic and Islamic Studies to sustainable development and peaceful, inclusive societies.