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Abstract

Islamic education is inherently designed to cultivate both intellectual and moral development, emphasizing ethical values such as honesty (sidq), trustworthiness (amanah), and accountability (mas’uliyyah). However, the increasing prevalence of examination malpractice in Islamic schools presents a troubling contradiction between Islamic pedagogical ideals and actual student behavior. This study provides a comprehensive review of existing literature to explore the root causes, manifestations, and consequences of examination malpractice within Islamic educational institutions across various countries, including Ghana, Nigeria, Pakistan, and Malaysia. Findings reveal that a complex interplay of individual, institutional, and sociocultural factors drives academic dishonesty in these institutions. Key issues include weak disciplinary enforcement, inadequate teacher role modelling, parental and peer pressure, test anxiety, and the commodification of education. Moreover, structural inefficiencies such as underfunding, overcrowding, and lack of ethical oversight exacerbate the problem. The study further highlights how the misalignment between religious instruction and lived ethical practice undermines the integrity of Islamic education. Drawing from Islamic epistemology, the paper proposes multidimensional, faith-based solutions, including the establishment of Shura disciplinary councils, integration of moral education across the curriculum, and early character formation through tarbiyyah. By contextualising academic dishonesty within a religious framework, the study.

Keywords

Islamic education examination malpractice academic integrity moral pedagogy faith-based reform

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