<![CDATA[Studies on tracing connections between traditional education systems across different parts of the medieval Muslim world not only contribute to our understanding of Islamic educational history but also provide insights into the development of cultural identity and transmission of religious knowledge in diverse Muslim communities. This study examines the historical connections between the Othupalli educational system in Malabar, India, and the broader Kuttab system of the medieval Muslim world, addressing a significant gap in the academic research. Using a qualitative approach based on a comprehensive literature review, this study provides a comparative analysis of the historical development, organizational structures, and educational methodologies of these systems. The study reveals significant parallels, including their setup as single-teacher institutions focused on Quranic recitation and basic Islamic teachings, while highlighting the unique adaptations of the Othupalli system, such as the use of Arabi-Malayalam. Notably, this study uncovers the overlooked role of women as educators in the Othupalli system. Both systems face challenges in standardization, curriculum development, and quality control. This comparative analysis contributes to our understanding of how Islamic educational traditions have been preserved and adapted across different cultural contexts. These findings have implications for understanding historical Islamic education practices and their potential relevance to contemporary educational challenges in Muslim societies.]]>
