Comparison of the Foundations, Principles, and Methods of Educational Jurisprudence and Educational Psychology with Emphasis on Their Relationship to Islamic Education

Abstract

Education, as one of the fundamental pillars in the formation of human personality and behavior, has been the focus of profound attention in both the domains of educational jurisprudence and educational psychology. Educational jurisprudence, relying on Islamic sources such as the Holy Qur’an, the Prophetic Sunnah, and Shar‘i rulings, views education as a divine, value-oriented process aimed at nurturing an exalted human being who approaches divine perfection. In contrast, educational psychology, drawing upon empirical evidence and scientific theories, focuses on analyzing learning processes and cognitive, emotional, and social development. This study, using an analytical-descriptive method and credible library sources, provides a comprehensive comparison of the theoretical foundations, guiding principles, and practical methods of these two fields, examining their similarities, differences, and potential areas of synergy. Furthermore, the relationship between these two approaches and the Islamic educational system is analyzed, offering strategies for integrating them to achieve a holistic education that both meets individuals’ psychological and emotional needs and aligns with Islamic values. The findings indicate that the integration of educational jurisprudence and educational psychology can lead to the design of a dynamic educational system that preserves Islamic authenticity while utilizing scientific tools to enhance educational quality. By emphasizing credible sources, this study offers practical recommendations for implementing this integration in educational and family environments.