The Role of Faith-Based Education in Bangladesh’s Multicultural System and Its Impact on the Sustainable Development Goals (SDGs)

Abstract

Objective: To examine how faith-based education in Bangladesh's multicultural educational system incorporates religious and secular courses, emphasizing madrasa students' intellectual development and cultural identity.   Theoretical Framework: Exploring how to strike a balance between religious principles and the demands of secular education, based on multicultural and integrative education theories.   Method: Qualitative research using student and teacher interviews combined with document analysis of curriculum materials and educational policies.   Results and Discussion: Students who attend faith-based schools form strong cultural and ethical identities based on religious beliefs, which influence their values and sense of identity. Incorporating secular disciplines like physics and math helps pupils develop their critical thinking abilities and prepares them for various social and academic issues. The integration of a balanced curriculum is still hampered by several issues, such as scarce resources, inadequate teacher preparation, and cultural conflicts between conservative and progressive viewpoints.   Research Implications: This paper emphasizes the necessity of laws that help religious schools deliver high-quality instruction that satisfies both contemporary academic requirements and religious beliefs.   Originality/Value:  Offers unique insights into Bangladesh’s educational landscape, guiding future reforms to promote academic success and cultural integration in a diverse society.