Challenges of Implementing Integrated Islamic and Secular Education in Tsangaya Schools in Katsina State

This study examines the challenges encountered in implementing integrated Islamic and secular education in Tsangaya schools in Katsina State, North West Nigeria. The Tsangaya system, a traditional Quranic boarding school model, has been the subject of national reform efforts aimed at incorporating formal secular subjects such as literacy and numeracy. Despite these efforts, implementation remains uneven across the state. The study employs a descriptive survey design, using questionnaires and interview guides administered to 150 Tsangaya teachers and 20 local government education officials across five local government areas. Data were analysed using descriptive statistics and thematic analysis. Findings reveal key challenges including resistance from traditional Islamic educators, inadequate funding for integration programmes, a lack of qualified secular subject teachers, and insufficient instructional materials for the integrated model. Parents' concerns about the dilution of Quranic education also emerged as a notable barrier. The study recommends sustained stakeholder engagement, increased budgetary allocation for Tsangaya reform, and the development of hybrid instructional materials that respect Islamic values while meeting national curriculum standards. This research adds to the body of knowledge on alternative education systems in Nigeria and is relevant to education policymakers, development partners, and Islamic education reform advocates. Keywords: Tsangaya schools, integrated education, Islamic education, Katsina State, curriculum reform.