IQRA’ AS PEDAGOGY: A SOCIOLOGICAL INTERPRETATION OF SURAH AL-?ALAQ (96: 1–5) AND ITS IMPLICATIONS FOR TEACHER EDUCATION IN NORTHERN NIGERIA

Abstract

This position paper examines the need to reposition teacher education in universities in Northern Nigeria through a sociological interpretation of the first five verses of Surah Al-?Alaq (Qur’an 96:1–5). It argues that contemporary teacher education programmes in the region emphasize technical competence and certification requirements at the expense of ethical purpose, social responsibility, and epistemological grounding. Drawing on Qur’anic epistemology and classical insights from the sociology of education, the paper conceptualizes Iqra’ (Read) as a foundational pedagogical command framing teaching as a moral, social, and transformative enterprise. It situates teacher education within the socio-cultural and religious context of Northern Nigeria, where Islam remains a powerful source of moral authority and social organization. The paper recommends that aligning teacher preparation with Qur’anic principles of purposeful knowledge, human dignity, literacy, and social accountability can strengthen teacher professionalism, enhance university relevance, and address decline, inequality, and cohesion challenges.

DOI: https://doie.org/10.10318/SER.2026394071