Challenges and Barriers in Tahfiz Education for the Visually Impaired in Malaysia

Abstract

Tahfiz education for the visually impaired (People with Disabilities - OKU) is increasingly gaining attention in contemporary Islamic education discourse, but its implementation still faces various challenges. This study aims to examine critical issues in tahfiz education for the visually impaired (OKU) in Malaysia based on an analysis of interviews with subject matter experts. The methodology of this study uses a qualitative approach with semi-structured interviews followed by reflexive thematic analysis. The analysis results indicate that there are five main issues hindering the effectiveness of inclusive tahfiz education. The five issues are: the absence of a feeder system at the secondary level, rigid entry requirements of tahfiz institutions, misalignment between the Malaysian Braille mushaf and the Madinah’s mushaf, a shortage of trained specialist teachers in Braille Qur'anic pedagogy, and a societal mindset that still underestimates the potential of visually impaired students. Although policies such as the Zero Reject Policy and the Action Plan for Religious Agencies for Muslim Persons with Disabilities 2024–2028 have been established, their implementation at the institutional level is still not comprehensive. The discussion found that these issues are closely related to the structure of the education system, weaknesses in teacher training, and the psychosocial challenges faced by students. The article outlines several important strategies, including developing clear educational pathways, providing alternative admission assessments for tahfiz institutions, standardizing the Braille mushaf, enhancing teacher training, and encouraging community advocacy. This study concludes with a recommendation to strengthen multi-agency collaboration among the government, JAKIM, tahfiz institutions, NGOs, and the private sector to successfully achieve truly inclusive and sustainable tahfiz education. These findings have important implications for the development of Islamic education policies in Malaysia and contribute to the global literature on Quranic education for the visually impaired community.