The uniqueness of the subject is the advanced pedagogical methods behind it and the practical stepwise execution strategy of how ethics can be delivered accurately. Instilling values delicately and naturally is the focus, as the age of schooling is a golden opportunity for nurturing and influencing children.

Numerous efforts in terms of smaller programmes have already been made in several Muslim countries. However, according to my research and two decades of experience, those methods are often limited to a few Western skill-training techniques inherited by some schools without proper concerns for context and culture. Or they are simply not sufficient to bring about change.

Another common method is through one-way communication and preaching. Here, the children are disciplined by using the old-fashioned “raised finger approach,” where they are asked to consider the terrifying consequences of their actions, particularly the daunting punishments of Hell and by highlighting the extraordinary rewards of Heaven. Negative discipline approaches rarely help achieve the objectives of a character-building programme. Instead, the chances are greater that they will lead them away from even the thought because they are too intimidated by it. Moreover, such teachings are not always compatible with the child’s cognitive development and psychology. Educational psychology is not widely known in all Muslim countries, let alone used in curriculum development in most countries. Hence, the techniques and subjects used to train the teachers or to teach children ethics, are not always attuned with the child’s cognitive development and even basic human psychology in some cases.

For example, pupils of tender age at entry level, and even at primary level, cannot comprehend abstract concepts such as Hell and Paradise properly at this stage. Instead, they must be confronted with examples and issues relating to their understanding, experiences, and reality to adapt to the concepts conveyed.

Moreover, the teaching material of religious institutions is too often heavily reliant upon stories from “old times” and references to historical and religious events. Such approaches alone are not suitable for children of the modern era, as they can often be perceived as alienating. This aspect of learning has failed to gain serious attention, even though most of us are aware that it is a problem.

Character Education supports the process of Islāmic teachings in more untraditional and captivating ways aligned with the psychology of the modern child. More effort must be made if we do not want to lose the interest of current and upcoming generations. Our parents or other role models might not have been sufficient to clarify our Muslim values in a way that we could understand. Maybe simply because they have not been taught it systematically and effectively themselves or because of the generation gap. In any case, children, parents, and educators can benefit remarkably from receiving help in fulfilling this responsibility.

Moral education also trains ethical reasoning (including thinking skills) and results in better ethical judgment. Please note that though parents and religious institutions teach ethics, they don’t always teach ethical reasoning.

Effective ways to have children adopt moral values, moreover, require comprehensive, familiar, logical, engaging and motivating methods that involve them in the process of constructing meaning. Students’ different age levels and learning styles must also be considered before effective teaching can take place.

In order to cover this need of time, we need to implement a stepwise curriculum in our basic education system that helps us execute effective character education and makes the upcoming generation more mindful, emotionally and socially intelligent. As it is now, character education falls under the category of advanced education. This might be why so few communities in the world are benefiting from it, even though 2 to 3 lessons a week is a relatively simple practice that anyone can incorporate if given priority.

Let it also be clear that even if the child is a student of Islamic Studies and reciting the Quran in Arabic, Character Building will serve as a complementary subject that invites, motivates, and explains concepts on a different level, which is much easier to follow for the child as it is designed especially for their age group. These are three subjects that cover different aspects of Islamic education.