<![CDATA[Purpose – This study explores how Muslim scholars and experienced educators conceptualise tarbiyah within Islamic educational thought and how they understand its relationship to taʿlīm, taʾdīb, and tadrīs. It addresses a gap in the literature by foregrounding the lived perspectives of scholar-practitioners. Design/methods/approach – The study adopts a qualitative, interpretive design using narrative-informed semi-structured interviews analysed through thematic analysis. Five male participants with recognised expertise in Islamic education, Arabic, and traditional Islamic sciences were purposively selected. Data were generated through in-depth interviews, including one written response with follow-up clarification, and interpreted through an Islamic worldview framework. Findings – The findings position tarbiyah as the overarching, foundational, and integrative paradigm of Islamic education. Participants consistently described it as a God-centred, holistic, lifelong, and transformative process oriented towards worship, vicegerency, and ethical formation. Taʿlīm, tadrīs, and taʾdīb were understood as interrelated but subordinate processes deriving their meaning from the higher aims of tarbiyah. The study also highlights the importance of moral exemplarity, companionship, school culture, and embodied pedagogy in operationalising tarbiyah. Research implications – The study provides an empirically grounded framework for rethinking Islamic education and suggests that tarbiyah should shape school vision, curriculum, pedagogy, leadership, and educator formation.]]>
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