Pendidikan Islam di Iran: Gambaran Umum, Struktur Sistem, dan Kebijakan Pemerintah

Abstract

The Islamic education system in Iran after the 1979 Revolution has developed within a strong ideological and political framework, yet continues to face challenges related to unequal access, limited digitalization, and issues of inclusivity. The central problem addressed in this study concerns how Islamic education—particularly through the Hauzah Ilmiyyah and a national curriculum grounded in Shi’a principles—is governed by state policy and the extent to which it responds to contemporary societal needs. This study aims to analyze the structure of Iran’s Islamic education system, government policy directions, and the dynamics of their implementation in the current socio-political context. Using a qualitative approach with a library research design, data were collected from academic journals, scholarly books, official Iranian government documents, and international publications, and analyzed through thematic analysis. The findings indicate that Islamic education functions as a tool for shaping national identity and ideological stability, yet government efforts through infrastructure investment and scholarship expansion have not fully addressed access disparities or the dominance of Shi’a orientation within the curriculum. The study implies the need for strengthened digital transformation, enhanced teacher competency, and the development of a more inclusive curriculum. These insights offer valuable references for other countries, including Indonesia, in designing more responsive and context-sensitive Islamic education policies