<![CDATA[This article analyzes the role of education as an instrument in the processes of Arabization and Islamization during the Umayyad caliphate (661–750 CE). Existing scholarship on the Umayyads often prioritizes political expansion and administration, while educational practices are frequently described without sufficient attention to how they operationalized language policy and religious consolidation. Using a qualitative historical-analytical literature approach, this study draws on classical historiographical sources and relevant contemporary works to examine the interaction between Umayyad reforms—especially the Arabization policy associated with ʿAbd al-Malik b. Marwān—and educational institutions such as the kuttāb, mosques, and ḥalaqāt. The analysis indicates that education facilitated Arabization by institutionalizing Arabic literacy and scholarly competence, which supported administrative integration and made Arabic the shared medium of worship, governance, and knowledge. At the same time, the same institutions advanced Islamization through the transmission of the Qur’an, ḥadīth, and basic fiqh, alongside moral formation through taʿlīm, tarbiyah, and taʾdīb. These intertwined processes contributed to early intellectual infrastructures, including the development of Arabic linguistic disciplines to safeguard Qur’anic recitation and a gradual shift toward written codification in religious learning. The article argues that education functioned as a strategic channel through which Arabization and Islamization were internalized as durable social practice in the making of early Islamic civilization.]]>
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