Validation of a Model for Improving the Quality of Islamic Education Courses in Iraqi Universities
Keywords:
Islamic education, educational quality, Iraqi universities, confirmatory factor analysis, university policymaking, curriculum quality, Islamic higher educationAbstract
Purpose: The present study aimed to validate a multidimensional model for improving the quality of Islamic education courses in Iraqi universities.
Methods and Materials: This quantitative study employed a descriptive, cross-sectional survey design. The statistical population consisted of 1,517 faculty members teaching Islamic education courses at Iraqi universities in 2025. Based on the Krejcie and Morgan sample-size table, 375 participants were selected through nonprobability convenience sampling. Data were collected using a researcher-developed questionnaire consisting of 37 items scored on a five-point Likert scale. The instrument was developed from the theoretical and empirical literature and covered faculty-related factors, the Islamic identity of the university, university policymaking, higher education macro-policymaking, and Islamic education curriculum factors. Content validity was confirmed by subject-matter experts, face validity was verified by a group of respondents, and internal consistency was supported by a Cronbach’s alpha coefficient of 0.812. Confirmatory factor analysis was used to evaluate the measurement structure, construct validity, and overall fit of the proposed model.
Findings: Confirmatory factor analysis supported all five dimensions of the proposed model. Standardized factor loadings were 0.86 for faculty-related factors, 0.82 for the Islamic identity of the university, 0.80 for higher education macro-policymaking factors, 0.78 for university policymaking factors, and 0.74 for curriculum-related factors; all coefficients were statistically significant at p < 0.001. The model demonstrated an acceptable fit, χ²/df = 1.66, CFI = 0.95, TLI = 0.94, GFI = 0.91, RMSEA = 0.042, and SRMR = 0.046. Composite reliability coefficients exceeded 0.85, and average variance extracted values were above 0.50 for all dimensions, confirming reliability and convergent validity. Discriminant validity was also supported.
Conclusion: The validated model indicates that improving Islamic education courses in Iraqi universities requires an integrated approach combining competent faculty members, a strong institutional Islamic identity, supportive university and national policies, and relevant, contemporary curricula.
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Copyright (c) 2025 Ghalib Mhmood Mhawes, Narges Saeidian Khorasgani, Falah Salih Hussein , Badri Shahtalebi (Author)
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