Islamic Case-based Learning (iCBL) as a Transformative and Viable tool for Islamic Education in the Community Setting by Dr Munzela Raza

This paper will discuss the impact of the case method on three  separate cohorts, all in the context of Islamic education. Although a  very widely used tool in higher education, the use of the case method is  rare in Islamic education, normally being superseded by a traditional  didactic or instructive style of teaching, a feature that often extends  across most age groups and even into specialised seminary learning.  Retrospective observational analysis was conducted on three separate  cohorts in the community who were exposed to the case methodology over a  period of five years. Three separate areas of growth were seen in the  cohorts in varying degrees.

1. Personal growth and mentoring of  the individual through the acquisition of key life skills such as  critical analysis, public speaking, presentation skills and ability to  collaborate with others.
2. Increasing knowledge base of the individual in a wide variety of Islamic and non-Islamic disciplines.
3. Triggers for community action following identification of critical societal issues.

Significant  areas requiring greater engagement by community leaders were also  frequently flagged up such as suppressed atheism, apostasy, child abuse,  mental health and ethical practices of Muslims. Above all, the nature  of the case method ensured cross-generational as well as cross-gender  conversations on major neglected issues affecting Muslims in the UK,  ultimately allowing participants to critically evaluate their faith in a  safe space without judgement, develop key life skills and study Islam  in context of the modern world and tackle major societal issues relevant  not only to Muslims, but society as a whole.