The Messenger of Allah ﷺ said: “No group gathers in a house of Allah, reciting the Book of Allah and studying it among themselves, except that tranquillity descends upon them, mercy envelops them, the angels surround them, and Allah mentions them among those near Him” (Muslim).

What Is Recite & Reflect? 

Recite and Reflect is an approach to encouraging attendees to deeply engage with the Qur’an through reflection (tadabbur) rather than traditional lecture-based learning. Sessions prioritise reflection, discussion, and the application of Qur’anic teachings to daily life.

Core Principles

• All sessions are held in person
• Reflective thinking and discussion is prioritised
• Instructors ‘facilitate’ the session rather than ‘lecture’

The goal should be to build a Qur’anic community where people reflect deeply on the Qur’an and apply its teachings to their lives.

Preparing Your Own Session

Step 1: Research the Surah

• Identify the key messages and overall themes of the surah 
• Use reputable tafsir sources to assist with your research. Tafsir.app is a useful resource
• When Allah’s Names & Attributes appear in the verses, research the Name in detail and explore their significance in the context 
• Guided by the Qur’an: every session should ideally include at least one story of how the Companions were transformed/guided by the verse

Step 2: Personal Reflection

• Read the verse yourself and reflect on the verse
• Consider how the verse applies to your own life

Step 3: Tailor to Your Audience

• Think about the context, experience level, and needs of your attendees
• Plan how to make the verse relevant and accessible to them

Step 4: Prepare Your Questions

• Prepare reflection questions and act statements 

Step 5: Plan Your Facilitation

• Prepare your starter and plenary for the session 
• Organise your research notes so key points are easily accessible during the session

Using Pre-Prepared Resources 

1. Read through the research 
2. Think of your own reflection questions in relation to your audience 
3. Prepare your starter and plenary 
4. Print out the Arabic verses with the English translation
5. Print out the worksheets 

Creating the Right Environment

• Create a non-judgemental space where people feel safe sharing their feelings and thoughts without fear of criticism. 
• Allow silence. Give people time to think rather than rushing to fill pauses. 
• Make sure everyone’s voice is heard. Use a round robin approach to ensure the same people don’t dominate the conversation. 
• Always give participants the chance to speak first before you do as the facilitator.
• Be warm, pleasant and genuinely present. 
• Thank people for sharing their reflections and for showing up. 
• And above all: listen.

Delivering the Session

1. Read the verse in Arabic and ask the participants to repeat after you. The Qur’an is powerful when it is being recited from the heart. 
2. Ask participants to read the translation individually. 
3. Guide the collective reflection with the following questions:
   1. What is this verse saying? 
   2. What is Allah saying to me in this verse? 
   3. How does this verse link to the previous verse?
   4. How does this verse connect to the overall themes in this surah? 
   5. What can I change in my thoughts, words, actions based on this verse? 
4. Ask attendees to share their reflections with the class. At times, as a facilitator, you may need to gently correct a reflection if it stems from an incorrect understanding of the ayah.
5. Share additional comments and reflections based on the research. 

Explore our ready-made resources for your next Recite & Reflect sessions.

QUR’AN & TADABBUR NEW

Surah al-Hujarat Resources

Explore reflective activity bundles and study notes and for kids and adults.

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QUR’AN & TADABBUR NEW

Surah Qāf Resources

Explore reflective presentations for teaching and study notes for teens and adults.

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The post How to Facilitate Recite & Reflect Sessions appeared first on Quranic Tarbiyah.

The Challenge: An Eroding Muslim Identity

This decline in numbers reflects more than statistics. It points to deep challenges that have weakened Islamic identity across generations.

From Christian Schools to Christianity

“Most priests in Sierra Leone are sons of Muslims,” explains Bishop Paganelli, who arrived as a missionary in 2005 in Sierra Leone. 

His explanation was simple: when the Xaverians arrived, they began establishing schools in the north, where almost none existed. Primary schools led to secondary schools, and evangelisation naturally followed through education. 

For many families, schooling became the doorway to conversion. In communities with little access to learning, missionary institutions filled the gap, and over time, generations lost their īmān. Census data reveals a worrying decline: Muslims once made up 85 per cent of the population, later 75 per cent, and now less than 66 per cent.

Muslim by Name, Christian by Faith

This reality was evident during a 2019 visit to distribute aid to flood victims, when the Ummah Welfare Trust (UWT) team met many sisters with Muslim names who said that they were now Christians. They explained that in Sierra Leone, it is common for a woman to adopt her husband’s religion, and so entire families gradually drifted away from Islam, often without realising how far they had gone.

The Ahmaddiyah influence

Alongside the activities of Christian groups, the Aḥmadiyyah (Qādiyānī) groups have also increased their efforts to draw vulnerable Muslims away from their faith through various schemes. They claim a notable presence in the country, maintaining more than 500 places of worship, schools, and centres. 

Due to limited knowledge and misleading claims, some locals mistakenly regard them as part of the Muslim community. Within their centres, their leaders present Mirzā Gulām Aḥmad Qādiyānī as a Caliph rather than openly as a Prophet, a strategy designed to broaden their appeal. 

Although their preaching is not aggressive, their subtle programmes, particularly through their educational network, have enabled them to gain a degree of political and social legitimacy, which remains a matter of concern for the Muslim community.

Harshness Hurts Faith

The erosion of identity is not only due to external influences such as the missionary efforts. At times, the way Islam has been taught has itself driven people away.

One brother shared a painful story that explained why many with Muslim names no longer identified as such. His two aunts had left Islam for Christianity after being beaten by their Qur’an teacher as children. In contrast, when they turned to the church, they were embraced with affection and care. 

Their experience was a sobering reminder: īmān cannot be nurtured through fear or harshness. Our approach to teaching Islam must reflect mercy and compassion.

A Dire Need for Authentic Knowledge

Alongside compassion, authentic knowledge is essential. Without it, sincere efforts can lead to mistaken practices.

In 2020, during a trip to Sierra Leone, the UWT team visited newly built masjids funded by generous donors (may Allah ﷻ accept their spending for His sake). They arrived at Masjid Ismaʿil in Bo for ʿAsr salah, only to find it closed. Locals explained that the prayer had already been performed, even though the time had not yet entered. The same practice was repeated for ʿIsha. 

In response, a knowledgeable Imam was appointed to Masjid Ismaʿil. His role was not only to lead salah at the correct times, but also to teach and revive the community’s imān. 

The Response: Quranic Tarbiyah

The community’s struggles revealed how desperately authentic knowledge and compassionate teaching were needed to nurture īmān and rebuild Muslim identity in Sierra Leone.

“I Love Madrasah (Maktab) More Than School”

Within months, more than thirty teachers were recruited across different regions, establishing madrasahs and halaqahs where children could be nurtured in a Prophetic manner. Families welcomed this effort with eagerness, and demand for classes grew rapidly.

As the team explored the available curriculum options, they found that there wasn’t a curriculum which focused on nurturing the īmān of the learners in an effective way, making Allah ﷻ the centre of the curriculum. Other curricula also placed little emphasis on helping learners connect with the Qur’an and understand its meanings in a clear, structured way.

This led to the team developing the Quranic Tarbiyah curriculum, designed to cultivate īmān while creating an engaging and enjoyable environment of learning.

By Allah’s grace, many children in Sierra Leone now learn through the Quranic Tarbiyah curriculum. Many students often express their joy, saying they now love madrasah more than school. All praise belongs to Allah alone.   

A Nationwide Movement

What began as a local initiative soon grew into a nationwide effort. Alhamdulillah, today, over 50,000 students, including 3,000 adults, are studying the Quranic Tarbiyah curriculum across Sierra Leone. 

Teachers receive weekly training and tarbiyah sessions focused on Prophetic methods of teaching. Every madrasah is monitored weekly to ensure consistency and quality. Students are provided with bags, uniforms, books, and stationery — everything they need to learn with dignity and enthusiasm.

Spreading the Khayr Beyond Borders

The challenge of people leaving Islam is not limited to Sierra Leone. Recognising this, the team launched quranictarbiyah.com, making the curriculum available for free download worldwide, with physical copies offered at a small cost.

We pray that Allah ash‑Shakūr accepts this humble effort, blesses it, forgives our shortcomings, and makes it a means of uplifting our Ummah.

The post Reviving Iman in Sierra Leone: The Journey to Quranic Tarbiyah appeared first on Quranic Tarbiyah.

The Significance of Honouring the Symbols of Allah

“And whoever honours the symbols of Allah, it is certainly out of the piety of the heart.” (22:32)

Honouring and respecting the symbols of Allah and the visible signs of the dīn is an essential element of honouring and venerating our Creator, Allah ﷻ. The symbols of Allah (شعائرالله) are the sacred signs of His dīn such as: the places and times that we should honour as Muslims, the landmarks, and acts of worship that He has prescribed for His servants. 

Islamic celebrations, special days, and milestones are not just events; they are divine opportunities to shape the hearts of ourselves and our children. They provide a sense of identity, belonging, and love for the dīn from an early age.

The Importance of Our Islamic Celebrations

Children naturally gravitate towards celebrations. If we do not make our Islamic celebrations meaningful and joyful, they may find excitement elsewhere, drawn to Western holidays that stem from other faiths. Instead of offering alternatives to non-Islamic holidays, our focus should be on making our own occasions rich and memorable by creating sustainable family traditions.

When children participate in rejoicing at the beginning of Ramadan, preparing for Eid with excitement, or looking forward to Jumuʿah as a special day, they develop a natural attachment to Islam. Explaining the significance and rewards of these occasions helps children feel connected to something greater than themselves.

Islamic Celebrations: Suggestions & Tips

Ramadan: A Month of Spiritual Joy

Ramadan is not just about fasting—it is a month of willpower, growth, reflection, and excitement for children when made special. Here are some ideas to create a meaningful Ramadan experience:

• Explain the significance of Ramadan, the reasons for fasting, and the merits of the month.
• Make Ramadan baskets for family, friends, and community members, filled with dates, sweets, or small gifts.
• Use Qur’an planners and reading materials to encourage a love for the Qur’an.
• Prepare good deed checklists/fasting trackers to help children stay engaged. Have children mind-map/list their good deeds. 
• Have new prayer outfits for tarawih, making prayer feel extra special.
• Prepare donation packs, getting children excited about giving to those in need.
• Involve children in meal preparation and making new or well-loved recipes.
• Set up a warm Ramadan atmosphere by decorating your home. 

Eid al-Fitr and Eid al-Adha: Making Eid Unforgettable

The Eids should be the highlight of the year for children. The joy of the day should be unmatched, leaving them with lasting memories. Some ways to make Eid extra special include:

• Teaching the historical and spiritual significance of each Eid to deepen children’s understanding and love.
• Exploring the Sunnahs of each Eid and consciously doing them with children. 
• Joining the community for Eid prayer and other community events, so children experience the collective joy of Eid as part of a community.
• Getting children involved in preparations like treat bags, gifts, and Eidi envelopes.
• Preparing special meals as a family tradition.
• Decorating the home with banners, balloons, and lights.

Honouring Jumuʿah as a Special Day

Jumuʿah should be a highlight of the week, not just another Friday. By creating traditions around it, children will grow up looking forward to this blessed day. Ideas include:

• Dressing up in nice clothes and applying perfume to make the day feel special.
• Teaching the significance of the day, making it a family discussion.
• Family recitations and reflections on Surah al-Kahf to build a habit of weekly Qur’an engagement.
• Post-prayer treats or outings, reinforcing Jumuʿah as a day of joy.

Creating Meaningful Milestones in a Child’s Islamic Journey

In addition to honouring celebrations of events, mark significant Islamic milestones in your children’s lives to teach them to embrace Islam with pride. Some meaningful ways to celebrate include:

• Salah parties when children turn seven, encouraging them in their prayer journey and setting an action plan to build consistency with prayer.
• First fast celebrations, marking their introduction to fasting with encouragement.
• Hijab parties when a girl begins to wear hijab, making it an exciting transition.
• Qur’an recitation/completion celebrations, honouring their dedication and achievement.

By celebrating milestones, we make the commitments in our dīn feel rewarding rather than burdensome, which helps children embrace them with excitement and associate them with positive experiences.

It is important to note that when decorating our homes for Islamic occasions, we should do so with gratitude and modesty, avoiding extravagance and ensuring that our intentions remain sincere for the sake of Allah, not for showing off.

The way we celebrate and honour Islamic traditions has a lasting impact on our children’s hearts. By making Islam a source of joy, honour, and meaning, we instil in children a love for our dīn that will, inshaAllah, carry them into an adulthood of personal conviction.

As parents and educators, we play a crucial role in ensuring that Islamic celebrations are  deeply cherished. These moments are not just cultural practices—they are essential for nurturing īmān in young precious hearts.

The post Honouring the Symbols of Allah Through Celebration appeared first on Quranic Tarbiyah.

For many young people (and even some adults) Islam is mainly a rule-based religion. Everything is about ḥalāl and ḥarām — and mainly ḥarām!

But before young people will willingly stay away from ḥarām, īmān needs to be instilled in their hearts. They need to know who Allah is in order to want to obey Him. 

Īmān is the core of our dīn. Without it, everything collapses. It is the first thing we must learn about and it is the first thing we have to nurture in our children and youth.

Jundub b. ʿAbdillāh (raḍiy Allāhu ʿanhu) said, “We were with the Prophet ﷺ and we were young men, nearing puberty. We learnt īmān before we learnt Qur’ān. Then we learnt Qur’ān, and increased our īmān through it” (Ibn Mājah).

We have to strengthen īmān in our hearts. We have to make our hearts attached to Allah, so that we always turn to Him, be in awe of Him, have hope in Him, put our trust in Him, and love Him like no other. 

The Sahabah & Alcohol

ʿĀ’ishah (raḍiya Allahu ʿanhuā) said, “Indeed the first verses to be revealed were from the shorter chapters at the end of the Qur’ān which contain the mention of Paradise and Hellfire. When the people were firmly established upon Islam, the verses of ḥalāl and ḥarām were revealed. 

If the first verse to be revealed was ‘do not drink wine,’ they would have said, ‘we will never stop drinking wine.’ And if the first verse to be revealed was ‘do not commit adultery,’ they would have said, ‘we will never stop committing adultery’” (Bukhārī).

Here, ʿĀ’ishah (raḍiya Allahu ʿanhuā) is talking about the Ṣaḥābah: the best generation. Today, we are even more in need of this. It is vital that before we teach the dos and don’ts of Islam, we instil in our children the knowledge, love, and reverence of Allah (subḥānahū wa taʿālā). 

Once they know the Command Giver, the commands will become easy to follow. We learn this from the sīrah and the Qur‘ān itself. During the 13 years in Makkah, the Prophet ﷺ instilled īmān in the hearts of the Companions (raḍiya Allahu ʿanhuum) focusing on: (1) the Oneness of Allah (2) Prophethood (3) Hereafter. Very few legal rulings were revealed, and it wasn’t until the Madinan period, more than 13 years after the first revelation, that fasting was obligated, intoxicants were prohibited, and other rulings regarding dress, financial dealings and social conduct were revealed.

Nurture Iman Through the Qur’an

As educators, we have to have a clear collective strategy within our institutions on how we are going to nurture the īmān of learners. Developing īmān is the most important form of tarbiyah (holistic training and development of the individual), and takes precedence over other forms of development. Nurturing īmān should be a primary goal of learning the Qur’ān and take priority over the quantity of verses memorised, in line with the Prophetic methodology.

Tip: Prepare a step-by-step plan of how you will nurture īmān in learners’ hearts and how you will help them to taste the sweetness of īmān. Hold staff discussions, student focus groups; and constantly review and evaluate your plan.

The post Iman First: Building a Strong Foundation appeared first on Quranic Tarbiyah.

As educators, we have a responsibility and a golden opportunity to nurture their īmān, akhlāq, spirituality and well-being during this period. If we think strategically about our vision for the learners under our care, and utilise this time in achieving that vision, we will bi’idhnillah develop individuals who are the hope and the future of the Ummah: deep-rooted in their faith and prepared to establish the dīn of Allah on His earth.  

This post will explore some of the current limitations of Islamic education. In subsequent posts, we will delve into practical solutions to these challenges.

Current Limitations

The following are some issues our educational institutions struggle with:

• Learners are not taught enough about the beauty of din.
• There is too much focus on the ‘outer’ aspects of the dīn at the expense of the inner aspects i.e. insufficient focus on nurturing īmān and spirituality.
• Learners are not given ample opportunities to experience the sweetness of iman.
• The curriculum is not Allah-centred. ʿAqīdah courses/sections in textbooks are dry. Too much time in ʿAqīdah lessons is spent wrangling over theological issues, when that time can be spent cultivating a deep relationship with Allah and His Messenger ﷺ.
• Learners are not equipped to deal with modern challenges, and lack the confidence to answer questions which may challenge their faith as they grow up.
• There have been huge improvements in teaching the recitation of the Qur’ān and its memorisation. However, there is insufficient emphasis on learning the meanings of the Qur’ān, reflecting on it (tadabbur), and seeking guidance through it.
• Inadequate preparation by the teachers, resulting in dull and uninspiring lessons. 
• There is insufficient focus on nurturing an Islamic worldview and an akhirah-centric mindset in learners. Learners are not empowered to recognise and critique secular and unIslamic paradigms that they encounter daily.
• There is inadequate educational provision for teenagers, particularly in their later years, when they are confronted with a surge of desires (shahawāt) and doubts (shubuhāt).
• Some Islamic Studies/Qur’ān educators ‘represent’ the dīn, but their conduct and akhlāq contradict the dīn, turning hearts away from Islam. 

In the upcoming posts, we will inshaAlllah explore some possible solutions to the aforementioned issues.

Are you an educator? Would you like to share your thoughts and ideas so that others can benefit? Don’t hesitate to reach out on info@quranictarbiyah.com.

The post Improving Madrasah & Maktab Education appeared first on Quranic Tarbiyah.

The Qur‘ān was the manual that the Prophet ﷺ  used to raise and nurture the best of generations — a generation characterised by unwavering imān, a deep love for Allah and His Messenger ﷺ  and the pursuit of iḥsān. The Qur’ān transformed their hearts, minds, characters and their entire lives.

This did not happen overnight. In fact, the Qur‘ān was revealed over a period of 23 years to allow the companions to understand, internalise and shape their character according to it. Abū ʿAbd al-Raḥmān al-Sulamī  said: “Those who used to teach us the Qur‘ān — such as ʿUthmān b. ʿAffān and ʿAbdullah b. Masʿūd (raḍiya Allahu ʿanhum) etc — told us that when they learned ten verses from the Prophet ﷺ, they would not move on from them until they had learned the knowledge and actions contained within them.”

They said: “So we learned the Qur‘ān, knowledge, and action all together.”

Is Memorisation Enough?

Sometimes, we only focus on making our children memorise the Qur‘ān or perfect their tajwīd, but we neglect to inspire and teach them the message and the meanings of the Qur‘ān. Al-Ḥasan al-Baṣrī (raḥimahullāh) said, “Certainly, slaves and children recite the Qur‘ān and they have no knowledge of its meaning. They memorised its letters but neglected its commands, to the extent that one of them will say, “By Allah, I have recited the entire Qur‘ān without missing out on any letter.” By Allah, he has missed out on all of it! For there is no effect of the Qur‘ān on his character and actions. By Allah, it is not about memorising its letters, and then neglecting its commands!”

The number of companions who memorised the Qur‘ān was not high in number, yet they all lived and breathed the Qur‘ān. Their primary concern was to put into practice what they had learned. ʿAbdullāh b. Masʿūd (raḍiya Allahu ʿanhu) said, “Memorising the words of the Qur‘ān is difficult for us, but acting upon it is easy for us. As for those who come after us, memorising the Qur‘ān will be easy for them, but acting upon it will be difficult for them.”

The post The Importance of Quranic Tarbiyah appeared first on Quranic Tarbiyah.