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The Relationship between Physical Education (PE) and Emotional Health and Well-Being (EHWB) from an Islamic perspective: A case study of Muslim Primary School (MPS), London
(International Open University (IOU), 2026) Abdulrahman, Fathia
The research was titled the relationship between Physical Education (PE) and Emotional Health and Well-Being (EHWB) from an Islamic perspective: A case study of Muslim Primary School (MPS) in London, United Kingdom. The study explores the role of Islamic teachings in promoting physical health and well-being among Muslim school-aged children, an area that is understudied and often overlooked in contemporary education systems, particularly in the west. PE has been the topic of discussion for many years, but more significantly in the past 5 years since the pandemic, which research shows is due to the positive emotional development outcomes. The aims of this study are twofold. Firstly, to examine the relationship between PE and Emotional Health. Secondly, to examine the relationship between PE and Emotional well-being. The objectives of the study are three. They were; 1. To assess Muslim Primary School policy on PE and EHWB. 2. To investigate the impact of MPS’s PE curriculum overview. This will also involve looking at the PE scheme the school uses. 3. To make recommendations to improve the overall effectiveness of the policies in order to maximise opportunities for Muslim children, and their uptake of PE and Sports. The study adopted a pragmatist research paradigm and employed a mixed-method research design, integrating both qualitative and quantitative data collection methods to gain a comprehensive understanding of the research problem. The study was conducted in one Muslim primary school in London, UK. The population comprised of pupils (children) and staff (teachers) within the school, from which a sample of 120 children aged 7-11 years and five members of staff was selected using purposive sampling. Quantitative data were collected through structured questionnaires, while qualitative insights were gathered through interviews and open-ended responses/ group discussion. The research explores a mixed-method, pragmatist approach combined with questionnaires and group discussions to assess children’s understanding and experiences, and teachers understanding and experiences, of PE in Muslim Primary School in London. The findings suggest that the Islamic ethos and values of the school have positive influence on children’s outcomes particularly in terms of emotional health and emotional well-being. The study demonstrates that an Islamic environment, coupled by the integration of Islamic teachings on health and emotional development can enhance children’s participation and foster strong engagement which impacts on their EHWB. The findings also offer value insights for educational policy and practice with a strong recommendation for future studies on Muslim children in London. The findings indicate that participation in PE positively supports children’s emotional health, contributing to improved mood, reduced stress levels, increased self-confidence, and enhanced social interaction. The results align with UK educational priorities promoting physical activity and mental wellbeing, included guidance within the Physical Education (PE) National Curriculum (NC) and the Children’s Act 2014, which emphasise the importance of supporting children’s physical and emotional development. It recommended that Muslim Primary School strengthen the integration of PE within the wider well-being agenda, ensure consistent provision of high-quality PE and provide staff training to maximise its emotional and mental health benefits. Further research across a broader range of schools is recommended to enhance generalisability.
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Factors affecting the institutionalization of adult education circles for Muslims in the local masaajid: The case of the Western North Region of Ghana
(International Open University (IOU), 2026) Seidu, Salifu
The function of the Masjid as a learning centre in the Muslim society dates back to the early days of Islam. The Masjid remains relevant throughout history to this day. Many adult Muslims have benefited and continue to benefit from classes or halaqaat held in the Masaajid. However, not every Masjid has a well-established learning circle for adult Muslims. This study was designed to assess the factors affecting the institutionalization of adult learning circles in various Masaajid in the Western North Region of Ghana. A sample of 451 adult Muslims was recruited into the study using a structured questionnaire. The sample was drawn using a two-stage random sampling approach. The first stage of the sampling process was a random sample of 36 (50%) of the major Masaajid in the study area. This number was then distributed proportionately across the various districts for data collection. The second stage of the sampling process was a purposive recruitment of adult Muslims who visited the selected Masaajid for their daily prayers into the study on the day of data collection. The questionnaire captured data on the basic educational resources available for teaching adult Muslims in the Masjid, the Masjid committee activities that facilitate adult teaching and learning, the level of preparedness of Muslims to learn in the Masjid and the factors that motivate adult learning in the Masjid. The sample consisted of 58.1% male participants. The majority of participants were under 40 years; however, the mean age was 41.05 ± 13.02 years. Nearly three-quarters (74.5%) of the participants were married and only 10.1% had reached the tertiary level of education. Also, about 79.4% indicated that they were aware that seeking basic knowledge of Islam is obligatory for all Muslims and 84.5% indicated that they will partake in a Masjid learning circle if one were available. The study revealed that the primary resources available for teaching and learning were the teacher (80.3%) and the Masjid space (82.0%). In addition, only two-fifths (40.0%) of the participants indicated that their Masaajid committees do meet to plan teaching and learning activities for the congregation. With only 21.1% of the participants reporting that there were adult learning circles in their Masaajid, a lack of incentives for the teachers and inadequate planning for teaching activities by the Masaajid committees were found to be the main reasons for the lack of learning circles in the majority of the Masaajid. Regarding participants' level of preparedness to learn, it was found that the majority (93.1%) were ready to learn. Regarding the motivational factors that promote learning, the opportunity to ask questions during lessons in a Masjid, the opportunity to decide the duration of a lesson, the opportunity to choose the time for a lesson and the opportunity to choose a topic for discussion were enumerated by the participants as sources of motivation for learning Islam. Masaajid committees need to provide the support that ensures the complete institutionalization and functionality of a teaching and learning circle for adult Muslims.
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Delayed marriages in Bangladesh: Causes, impact, and solutions from an Islamic perspective
(International Open University (IOU), 2026) Sheikh Mohammad, Rafia
This study explores the rising phenomenon of delayed marriage in Bangladesh, particularly among educated and urban youth. While Islam encourages timely marriage as a means to protect faith, modesty, and social order, modern trends driven by career ambitions, financial pressure, media influence, and cultural expectations have led many to postpone marriage. Using a mixed-methods approach including surveys from 700 respondents including youth, parents, and scholars; this research identifies the major causes and consequences of delayed marriage. Key impacts include psychological distress, social instability, and a drift from Islamic values. The study emphasizes the Islamic framework that promotes early, simple marriages based on mutual piety and compatibility (kafāʾah). It critiques cultural practices that hinder marriage and contradict Islamic teachings. The thesis proposes faith-based and practical solutions such as community awareness, Islamic education, dowry reform, and parental support. These aim to realign social practices with Islamic principles, making marriage more accessible and spiritually fulfilling. By integrating field data with Islamic teachings, this research provides actionable insights for scholars, community leaders, and policymakers to address delayed marriage in a balanced and effective manner.