The Qur'anic Text between Referential Authority and the Challenges of Didactic Implementation

Abstract

This study explores the didactics of the Islamic scriptural text (nass shar‘i) within the curriculum of Islamic education in Morocco. It analyzes the positioning of scriptural texts in official pedagogical documents, examines their foundational characteristics, and investigates the challenges associated with their classroom implementation. The findings reveal a clear discrepancy between the central role assigned to the scriptural text at the theoretical level of curriculum design and its limited functional integration in actual teaching practices. This gap is attributed to several constraints, most notably the insufficient didactic training of teachers, the fragmented approach to the assigned Qur’anic surah, and the marginalization of hadith texts in the development of learning outcomes. The study concludes by underscoring the necessity of a renewed didactic framework that bridges the referential authority of the text with its pedagogical function, enabling it to effectively contribute to the development of core competencies and to the formation of learners' cognitive and ethical awareness in light of the objectives of revelation and the requirements of competency-based education.