Enhancing Qur’anic Interpretation through Critical Thinking: Pedagogical Approaches in Nigerian Higher Education

Abstract

This study investigates the integration of critical thinking into Qur'anic interpretation (Tafsir) instruction in Nigerian universities, examining current pedagogical practices and their effectiveness in developing students' analytical and reflective ^abilities. While critical thinking is globally recognized as essential for modern education, Nigerian institutions predominantly rely on traditional lecture-based and memorization-focused approaches to Tafsir. Through surveys of 300 students and 50 educators, the research identifies a significant gap between the potential of interactive methods, such as comparative exegesis analysis, case studies, and technology-enhanced learning, and their actual implementation. Major barriers include institutional resistance to innovation, insufficient teacher training, and a lack of collaborative professional development among faculty. Findings indicate that while existing methods fail to adequately promote critical analysis, discussion-based and technology-integrated approaches show measurable success in fostering reflective thought. The study concludes with recommendations for curriculum reform, emphasizing student-centred pedagogies, enhanced educator training programs, and institutional policies that support innovative teaching strategies to align Qur'anic studies with 21st-century educational needs.