<![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 the 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 academic research. Using a qualitative approach based on a comprehensive literature review, this research 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 Othupalli system's unique adaptations, such as the use of Arabi-Malayalam. Notably, the research uncovers the overlooked role of women as educators in the Othupalli system. Both systems faced challenges in standardization, curriculum development, and quality control. This comparative analysis contributes to understanding how Islamic educational traditions were preserved and adapted across different cultural contexts. The study concludes by identifying avenues for further research, including investigating the long-term effects of these systems on literacy rates, social mobility, and cultural development in their respective societies. These findings have implications for understanding historical Islamic education practices and their potential relevance to contemporary educational challenges in Muslim societies. Keywords: Islamic learning, History, Othupalli of Malabar, Kuttab of the Muslim world]]>
