Educational Challenges and Aspirations of Myanmar's Muslim Community: An Empirical Study of Islamic and Secular Education Experiences

This study investigates educational experiences within Myanmar's Muslim community using survey data from 180 individuals who attended both Islamic and secular schools. It addresses a notable gap in research on Islamic education in Myanmar, where Muslims comprise approximately 4 to 10% of the population. Data were collected through online surveys distributed via educational seminars, social media platforms, and direct messaging between April and October 2025.
The findings indicate significant infrastructure deficiencies: 84.2% of respondents reported no access to technology, a critical concern given the importance of technology in modern learning environments (Machmud et al., 2021). There is a marked quality disparity between religious schools (mean rating 2.54 out of 5) and government schools (3.16 out of 5). The main challenges identified are limited resources (74.1%), lack of technology (72.2%), and an outdated curriculum (58.2%). Educational equity received the lowest score (1.95 out of 5), suggesting widespread perceptions of unequal opportunities. Despite these challenges, 84.2% of respondents considered education extremely important, demonstrating strong community motivation.
Qualitative analysis revealed five primary themes: rote memorisation versus understanding, technology isolation, employability concerns, curriculum modernisation needs, and balancing religious-secular educational goals. The study recommends curriculum reform, technology integration, enhanced teacher training, and the development of pathways that recognise both religious and practical education.

Islamic education, Myanmar, madrasa, Muslim minorities, educational quality, technology utilisation, curriculum reform

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