Perkembangan Pendidikan Islam pada Komunitas Muslim Minoritas di Eropa Barat

M. Rasyid Ardiansyah (Universitas Islam Negeri Sumatera Utara)
Fahrul Ulum Feriawan (Universitas Islam Negeri Sumatera Utara)

Hijaz: Jurnal Ilmu-Ilmu Keislaman
Vol. 5 No. 4 (2026)

The growing Muslim population in Western Europe, driven by migration, family reunification, and refugee movements, has contributed to the development of Islamic education as a means of maintaining religious identity while supporting social integration in multicultural societies. This study aims to analyze the development of Islamic education among Muslim minority communities in Western Europe, the factors influencing its development, and the challenges encountered in its implementation. This research employed a qualitative approach using library research. Data were obtained from scientific journals, academic books, international organization reports, and relevant policy documents published between 2020 and 2025. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing and verification. The findings indicate that Islamic education has developed through Islamic schools, weekend madrasas, mosques, and informal family-based education. A comparative analysis shows that the development of Islamic education differs across countries. The United Kingdom provides relatively greater space for organized Islamic education within a multicultural framework, while the Netherlands demonstrates a stronger institutional recognition of Islamic schools. France adopts a more secular approach that creates greater limitations on the public expression of religious education, whereas Germany provides opportunities for Islamic religious education through cooperation between Muslim organizations and state institutions, although implementation varies across federal states. Overall, the development of Islamic education is influenced by government policies, Muslim community awareness, Islamic organizations, digital technology, and stakeholder collaboration. Major challenges include Islamophobia, secularism, limited funding, and the need for professionally qualified teachers. These findings imply that context-sensitive policies, institutional collaboration, and improved teacher professionalization are essential for developing Islamic education that strengthens religious identity while promoting the social integration of Muslim minorities in Western Europe.