Barriers to Children's Quranic Education and Parental Responsibilities under Islamic Family Law
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Abstract
Children’s familiarity with the Qur’an is an important aspect of religious upbringing, yet it may be hindered by practical, psychological, and family-related barriers. This study examines the obstacles to children’s Quranic education and parental responsibilities from the perspective of Islamic family law. Using a qualitative library-based method, it analyzes the Qur’an, relevant hadith, and scholarly literature on parental responsibilities, children’s welfare, family relationships, and Quranic education. The findings identify two main categories of barriers. Practical barriers include limited access to qualified Qur’an teachers, parents’ limited Quranic literacy, language difficulties, insufficient time and financial resources, and inadequate learning facilities. Psychological and social barriers include difficulties with memory and concentration, low motivation, excessive engagement with digital entertainment, family disinterest, family conflict, insufficient emotional support, and negative peer influences. The study argues that parental responsibility extends beyond providing formal religious instruction to creating a supportive environment that accommodates children’s developmental and emotional needs. It concludes that strengthening children’s familiarity with the Qur’an requires cooperation between parents and educators, appropriate learning methods, consistent encouragement, and a positive family and social environment.
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