A Study on the Evolution of Educational Development During the Reign of the Great Mughal Emperor Akbar (1556–1605)

This study aims to fill a gap in the field of historiography by an in-depth study of Emperor Akbar (1556–1605)'s educational reforms, which his political and religious policies have often overshadowed. The issue that impelled this study is that prior to the Akbarian period, Indian education was also scattered, snobbish, and religion-based; madrasahs focused more on memorisation of theology rather than practical sciences, thus preventing any innovation in an increasingly diverse empire. Accordingly, this article has set out to overview of the reign of Akbar, then present the education before Akbar, then walk through Sulh-i-Kul philosophy and rational enquiry, systematic organization of institutions, education curricula in the madrasahs, language policy, translation movement, vocational training, scholars and teachers, and libraries, and then evaluate the overall impacts of these policies. The use of historical-analytical methodology, based on primary sources like the A'in-i-Akbari, Akbarnama, and contemporary court chronicles as well as secondary works, has yielded the following findings: Akbar revolutionized education through state-sponsored madrasahs with a balanced curriculum favouring logic, sciences, and humanities; the use of Persian as an administrative lingua franca supported by translations of Sanskrit epics; vocational workshops (karkhanas); the patronage of scholars like Abul Fazl; and the establishment of vast libraries, all of which advocated inclusivity under Sulh-i-Kul. In consequence, among elites and administrators, literacy levels rose dramatically, a powerful cultural fusion gave rise to a unique Indo-Persian scholarly tradition, and rationalism continued to flourish in successive reigns, though the attention of the rulers did not extend much to the countryside. The findings of this study point towards the fact that Akbar's model of education, which was based on tolerance, vocational unity, and empirical inquiry, is still very much relevant to present-day issues of societal polarization in different polities like modern times.

History, Islamic Education

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