<![CDATA[Moral crises in Islamic education reveal a persistent gap between religious knowledge and the consistent practice of ethical values. This study examines the construction of hypocrisy in Qur’an 2:8–14 and its relevance to the crisis of moral integrity in Islamic education. Using qualitative library research and a taḥlīlī (analytical) interpretation approach, the study analyses key vocabulary, verse relationships, historical context, and classical and contemporary exegetical interpretations. The findings identify five interrelated moral structures: disintegration between claims and reality, manipulation and falsehood, corruption of inner orientation, moral distortion through the justification of wrongdoing, and pseudo-superiority leading to inconsistent social identity. These findings indicate that the Qur’anic critique of hypocrisy provides an ethical framework for understanding failures of moral internalisation in education. The study concludes that Islamic education should move beyond knowledge transmission towards holistic integrity formation integrating epistemic, spiritual, practical, and social-reflective dimensions.]]>
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