Islamic universities are founded on the principle of holistic human development, where moral and spiritual growth is inseparable from intellectual achievement. Character-building in such institutions is deeply rooted in the Islamic concepts of tarbiyah (holistic nurturing) and akhlaq (moral conduct). This article examines the role of Islamic universities in promoting character development and analyzes how institutional culture, teaching practices, campus life, co-curricular activities, and peer dynamics contribute to students' moral formation. Drawing upon classical Islamic scholarship, contemporary literature on Islamic education, and empirical findings from a qualitative case study conducted at the International Islamic University Islamabad (IIUI), the article argues that while Islamic universities strongly emphasize moral ideals, character-building efforts often remain informal, fragmented, and insufficiently institutionalized. Observational data from 100 students across campus settings reveal strong interpersonal respect but significant gaps in structured moral programming, consistent faculty mentorship, and effective peer culture management. Thematic analysis of interviews with 32 students and 7 faculty members highlights rich understandings of character through Islamic frameworks such as Taqwa, Akhlaq, and Amanah, yet underscores persistent barriers to consistent implementation. The paper highlights key challenges faced by Islamic higher education institutions and offers evidence-based recommendations for intentional, institution-wide character-building strategies that translate Islamic moral values into structured and measurable educational practices.
- Quote paper
- Abrar Hussain (Author), 2025, Character-Building in Islamic Universities, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1719285
