Aims

The journal of Educational Jurisprudence Studies (EJS) is a peer-reviewed academic journal committed to advancing the scholarly understanding and practical application of Islamic jurisprudence (fiqh) as it pertains to education. The journal aims to establish educational jurisprudence as a distinct and rigorous field of interdisciplinary inquiry that systematically derives and applies Shari’a-based rulings to all aspects of learning, teaching, and educational governance. EJS seeks to:

• Clarify and articulate the Islamic legal and ethical foundations of education;
• Foster critical engagement with classical and contemporary jurisprudential sources on educational matters;
• Promote methodological innovation in the ijtihād-based analysis of emerging educational challenges;
• Encourage dialogue between Islamic legal theory and modern educational sciences;
• Provide guidance for educators, families, policy makers, and religious scholars in aligning educational practices with Shari’a principles;
• Contribute to the development of education systems that embody Islamic values, epistemologies, and jurisprudential coherence.

By bridging traditional fiqh with the evolving realities of global and local educational contexts, EJS aspires to shape a jurisprudentially grounded, ethically conscious, and intellectually vibrant vision of Islamic education for the 21st century.

Scope

The journal of Educational Jurisprudence Studies (EJS) encompasses a broad yet focused range of topics situated at the intersection of Islamic jurisprudence and education. The journal welcomes original theoretical, empirical, historical, and comparative research that addresses, but is not limited to, the following areas:

• Philosophy of educational jurisprudence: Concepts, principles, epistemological foundations, normative frameworks, and ethical paradigms underpinning the fiqhī approach to education.
• Methodology of educational jurisprudence: Ijtihādī tools, interpretive strategies, and hermeneutical approaches for deriving Shari’a rulings related to education.
• Historical and intellectual background: Evolution of educational thought in classical and contemporary Islamic legal traditions.
• Comparative studies: Cross-school (madhhab) or cross-cultural analyses of jurisprudential perspectives on education within the Islamic world and beyond.
• Shari’a rulings on learning: Jurisprudential dimensions of curriculum content, pedagogical methods, assessment, and learner competencies.
• Shari’a rulings on education: Legal and ethical guidelines for intellectual formation, character development, physical education, and belief-based instruction.
• Jurisprudential roles of key stakeholders:
  • The family’s religious duties in education;
  • The government’s obligations in establishing and regulating Islamic education;
  • The responsibilities of civil, religious, and educational institutions in upholding Shari’a-compliant educational environments.
   
• Contemporary jurisprudential issues: Application of educational fiqh to digital learning, inclusive education, globalization, secular curricula, and other modern challenges.

The journal of Educational Jurisprudence Studies (EJS) is dedicated to academic rigor, intellectual integrity, and fidelity to the principles of Islamic jurisprudence, serving as a vital resource for scholars, jurists, educators, and policymakers engaged in the renewal and implementation of Islamic educational thought.