<![CDATA[Qirāʾāt ʿAsharah education has traditionally relied on sequential and complex pedagogical procedures, particularly memorization of matn, study of transmission chains, and gradual mastery of individual qirāʾāt. Although previous studies have examined qirāʾāt instruction, limited attention has been given to integrating qirāʾāt mapping with a Direct Method that enables learners to engage with recitational variants systematically from the outset. This study examines the conceptual foundations, learning principles, and potential contribution of the Direct Method to modernizing Qirāʾāt ʿAsharah education. Employing a library research method, this study analyzes classical and contemporary literature on qirāʾāt, Qur’anic recitation pedagogy, direct language-learning approaches, and the transmission of Qirāʾāt ʿAsharah. The findings indicate that the Direct Method can be conceptually formulated through three interconnected principles: direct engagement with qirāʾāt variants, systematic mapping of differences among the ten canonical readings, and integrated practice of riwāyāt, ṭuruq, and uṣūl. Qirāʾāt mapping provides a structured framework for organizing variant readings, while the Direct Method may reduce dependence on lengthy preliminary theoretical stages and facilitate engagement with practical recitation. The novelty lies in integrating qirāʾāt mapping and the Direct Method as a conceptual model for modernization. Further empirical research is required to validate its effectiveness.]]>
