A wasatiyyah framework for Muslim youth resilience and identity formation: The role of Islamic movements

Abstract

Current academic research involving youth and Islamic studies has increasingly highlighted a significant gap between established teaching methods and real-life experiences of Muslim youth in an increasingly globalized and digital environment. While increasing interest, a conceptual gap remains in the integration of traditional Islamic epistemology with the construction of contemporary youth identity. This paper proposes a conceptual framework based on the theoretical principles of wasatiyyah (moderation), social identity theory and critical pedagogy. Youth in this paper are positioned as active participants in the understanding and practice of Islamic knowledge. The main argument suggests that a wasatiyyah-oriented approach can harmonies disagreements between traditional and contemporary values by promoting a balanced, contextually aware relationship with Islamic teachings. This paper conceptually synthesizes Islamic intellectual frameworks with current social theory to propose a dynamic model of youth engagement that surpasses traditional boundaries between conservatism and liberalism. It additionally condemns current pedagogical paradigms that disregard adolescent perspectives and neglect the complex nature of digital religiosity. By emphasizing dialogical and interactive learning processes, the framework redefines Islamic studies as a fundamental field for ethical and intellectual advancement. This study's significance is in its capacity to influence curriculum creation, youth policy, and religious discourse in both Muslim-majority and minority issues. It provides an instruction approach for scholars and practitioners aiming to develop resilient, critically engaged Muslim youth adept at navigating diverse societal cultures.