Examining Content Knowledge Readiness among Pre-Service Islamic Education Teachers: Preliminary Findings

Abstract

This preliminary study examined the level of Islamic education content-knowledge readiness among pre-service Islamic education teachers at the Kulliyyah of Education (KOED), International Islamic University Malaysia. Sixteen respondents completed a structured questionnaire assessing 13 dimensions of content knowledge, encompassing key Islamic disciplines and Arabic language proficiency. The data were analysed using descriptive statistics, specifically mean scores and standard deviations, to determine respondents’ perceived levels of readiness. The findings revealed an overall high level of content knowledge, with mean scores ranging from 3.38 to 4.31. The respondents reported the greatest confidence in Akhlaq (Islamic ethics) and in applying Islamic values in educational contexts. However, comparatively moderate levels of confidence were identified in more advanced disciplines, including Aqidah, Usul al-Fiqh, Sirah Nabawiyyah, and Maqasid al-Shariah. Arabic language proficiency, particularly speaking and writing skills emerged as relatively weaker areas. These findings underscore the importance of strengthening teacher education programmes by balancing foundational Islamic content mastery with advanced disciplinary reasoning and communicative Arabic-language competence. Such enhancement is essential to ensure that future Islamic education teachers are adequately prepared to deliver authentic, meaningful, and effective instruction.