Challenges to Educational and Pedagogical Practices at the University of Sulaymaniyah

The College of Islamic Sciences as a Case Study

Abstract

This study aims to examine the key obstacles facing faculty members and students of Colleges of Islamic Sciences in general, with a particular focus on the College of Islamic Sciences at the University of Sulaimani. Established in 2007, the college employs about ninety faculty members of both genders across various academic ranks and serves nearly seven hundred undergraduate and postgraduate students in four departments: Sharia, Fundamentals of Religion, Religious Education, and Islamic Studies. As with any academic institution, shortcomings and criticisms are to be expected, as curricula are human intellectual products. This differs from Islamic sciences, where most curricula are rooted in divine revelation, intended for understanding, reflection, application, and judgment. Despite this, significant challenges remain. Some students are insufficiently prepared—academically, psychologically, socially, or economically—for admission. Some faculty members show limited engagement with pedagogy and educational development. Institutional factors also play a role, as the university’s administration at times appears to give less attention to the College of Islamic Sciences compared to other colleges, affecting the quality of education. Other challenges arise from the surrounding environment: family and social contexts, political authorities, institutional structures, and both regional and international policies that influence the Kurdistan Region. This research seeks to identify, categorize, and propose solutions to these challenges in order to enhance the educational and pedagogical processes within the College of Islamic Sciences and to offer recommendations that may be applied to similar colleges in other universities.