An Analytical Study of the Ḥadīth Syllabus in O' Level’s Islāmiyāt

او لیول (O’LEVEL) اسلامیات کا نصابِ حدیث: تجزیاتی مطالعہ

Abstract

This study presents a comprehensive analytical review of the selected ḥadīths included in the Cambridge O’Level Islāmiyāt (2058) curriculum, with the objective of evaluating their thematic relevance, pedagogical utility, and spiritual significance in a contemporary educational context. The syllabus prescribes twenty ḥadīths, meticulously chosen from the authentic compilations of Ṣaḥīḥ al-Bukhārī and Ṣaḥīḥ Muslim, and categorizes them under two core themes: individual moral conduct (akhlāq fardiyyah) and collective social behavior (muʿāmalāt ijtimāʿiyyah). This research explores how these Prophetic traditions function as foundational texts that guide students in cultivating ethical character, spiritual consciousness, and a sense of communal responsibility. By analyzing the content, language, and moral directives of the selected ḥadīths, the study demonstrates their enduring relevance in shaping the worldview of Muslim youth and their understanding of Islam as a comprehensive way of life. The findings indicate that the integration of these ḥadīths in the school curriculum not only strengthens students’ religious identity but also enhances their analytical skills through reflective engagement with authentic Islamic sources. Furthermore, the study addresses certain pedagogical challenges observed in the teaching and learning process, such as limited contextual explanation and insufficient critical interaction with the text.