An Inquiry into How a Narrow Curriculum Shapes Social Engagement Among Madrasah Students

This study explores the impact of a restricted curriculum in madrasah education on students’ levels of social participation. A restricted curriculum, defined by the limited inclusion of general knowledge and humanities subjects, may hinder students’ engagement with broader societal issues. Social participation here refers to involvement in activities beyond school, such as volunteering, attending public events, or engaging in discussions on current affairs with people from diverse backgrounds. The research focuses on students aged 17–18 from four madrasahs in Singapore—Alsagoff, Aljunied, Ma’arif, and Wak Tanjong. Data was collected through surveys and case study, with five students from Madrasah Alsagoff. Survey results show that while students value their religious education, many perceive a gap between their curriculum and the demands of wider society. There is a clear interest in broader subject offerings, such as Social Studies and Technology, as well as more opportunities for interaction outside religious contexts. Diploma 1 students expressed a strong need for a more diverse curriculum beyond religious studies, emphasizing gaps in social sciences, life skills, and financial literacy. While many are aware of societal issues through media, they feel unprepared to engage with the wider world due to an insular education. Limited cross-community exposure left them socially unready and lacking confidence. These findings reflect broader concerns about balancing religious education with real-world readiness, pointing to the need for curriculum reform that supports both spiritual and secular growth. Overall, students from madrasahs with narrower curricula show lower levels of participation in secular community life, interfaith events, and volunteer work. However, those who joined supplementary programs displayed greater levels of engagement. This study adds to ongoing discussions on curriculum reform in religious schools, advocating for a more balanced education that supports both religious identity and active citizenship.