Islamic Education and the Formation of Counter-Extremist Identity Among Youth in North East Nigeria: A Longitudinal Study

This dissertation presents findings from a longitudinal qualitative study examining the role of Islamic education in the formation of counter-extremist identity among Muslim youth in North East Nigeria, conducted over a three-year period in Borno, Adamawa, and Yobe states. The study addresses a critical gap in understanding how Islamic educational environments either mitigate or inadvertently contribute to radicalisation vulnerability in conflict-affected youth populations. The study employs a longitudinal constructivist grounded theory methodology, tracking 60 Muslim youth aged 16 to 24 through annual in-depth interviews, participant observation in Islamic educational settings, and narrative identity analysis. The theoretical framework integrates social identity theory, Islamic identity formation models, and counter-radicalisation theory. Original contributions include a three-stage Islamic Counter-Extremist Identity Formation Model demonstrating how robust Tawhidic identity, peer-reinforced Islamic ethical socialisation, and teacher-mediated critical engagement with extremist arguments collectively produce durable counter-extremist dispositions. Findings reveal that Islamic education's counter-extremism effect is contingent on pedagogical quality, teacher-student trust relationships, and the availability of prosocial community alternatives. Education alone is insufficient in the absence of psychosocial support systems. The dissertation recommends the integration of the proposed model into Nigeria's Safe Schools Initiative and the de-radicalisation component of Operation Safe Corridor. Keywords: Islamic education, counter-extremism, identity formation, North East Nigeria, radicalisation.