Abstract
Islamic Studies or Islamiyat is offered as compulsory subject following the recommendation of
Objective Resolution 1949, and Constitution of 1973 of the Islamic Republic of Pakistan. Therefore, all successive governments of the Islamic Republic of Pakistan took measures to introduce Islamic learning programs
and courses in academics. Apart from other measures of introducing Islam both as a religion and as a way of
life in academia, the teaching of Islamiyat was made compulsory at all three tiers of education aligned with
the Educational Policies 1959, 1972, 1978, 1992, 1998, and 2009. The current study is focused on analyzing
the topics of Islamic beliefs introduced at all the three tiers of education under the compulsory core course
of Islamiyat or Islamic Studies. The underlying objective is to analyze the applicability of Piaget’s cognitive
developmental theory in the topics selection of compulsory Islamic studies at all three tiers of education since
the continuity of contents at successive levels is a principle of curriculum construction and organization. The
paper explores whether the topics are helical in application and cater to the cognitive developmental needs of
learners as per the aspects of age and stage. The results of the study reveal that the repetition of the contents
at different cognitive stages does not match the cognitive level of the learners at relevant stages.
Rahat Bhatti. (2017) Islamic Beliefs in Compulsory Islamic Studies (Islamiyat) and Cognitive Development: An investigation, Journal of Education & Social Sciences, Volume 5, Issue 1.
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