Identifying the Components of Instructional Quality in Islamic Studies Courses: A Qualitative Study in Universities of Iraq

Abstract

The present study aimed to identify the components of instructional quality in Islamic Studies courses in universities of Iraq. It was conducted using qualitative content analysis with an inductive approach. The research setting consisted of professors of Islamic Studies courses and directors of Islamic Studies academic departments in Iraqi universities, who were selected through criterion-based purposive sampling. The instrument used in this section was a semi-structured interview focused on identifying the indicators, components, and dimensions of improving the instructional quality of Islamic Studies courses. The interviews continued until theoretical saturation was reached with 23 participants. Qualitative content analysis was used to analyze the data in the present study. In addition, test–retest reliability, inter-coder reliability, and the content validity ratio (CVR) were used to assess the reliability and validity of the findings in this section. The findings showed that the main categories contributing to the improvement of instructional quality in Islamic Studies courses included factors related to professors, with the subcategories of scientific competencies and content design, teaching methods and active learning, feedback and classroom management, assessment and evaluation of learning, diversification of learning experiences, and strengthening students’ motivation and participation; factors related to macro-level higher education policymaking, including policy coordination and standardization, macro-level monitoring and evaluation, stakeholder participation and inter-institutional collaboration, and educational management empowerment; factors related to university-level policymaking, with the subcategories of university-level coordination and internal standardization, empowerment of professors through evaluation systems, provision of infrastructure and instructional support, and interaction with the cultural–religious environment; factors related to the Islamic identity of the university, including an interactive organizational culture, value alignment with the organization, orientation toward diversity and civilizational dialogue; and factors related to the curriculum, including strengthening curriculum content through interdisciplinarity and critical thinking, as well as structural coordination and continuous curriculum improvement. These factors are considered among the elements that enhance the instructional quality of Islamic Studies courses.