Analysis of Religious Moderation Discourse in the Curriculum Islamic Religious Education in Egypt

This study examines the conceptualization of wasatiyyah (moderation) in the Islamic Religious Education (PAI) curriculum in Egypt with a focus on the definition, discursive strategies, and their implications for the formation of religious identity and social cohesion. This study uses a qualitative method based on literature research with a critical discourse analysis (CDA) approach, this study analyzes curriculum documents, textbooks, and related academic literature. The results of the analysis show a significant evolution in the contextualization of the concept of wasatiyyah after the 2011 Revolution at various levels of education. At the elementary school level, wasatiyyah was introduced as a “middle way” and “balance” in Islamic teachings that rejected extremism. At the intermediate level, this concept has developed to be more comprehensive with an emphasis on moderation based on a correct understanding of religion, avoiding excessive and underestimative attitudes in the implementation of religious teachings. At the level of higher education, especially in Al-Azhar, wasatiyyah is defined as a comprehensive methodology that balances between text and context, as well as between fixed and changeable aspects of Islam. The research identifies the existence of a scaffolding approach in teaching the concept of wasatiyyah, where the definition and application are increasingly complex and contextual as the level of education increases. The findings highlight the importance of moderation-based education in shaping a balanced religious understanding and countering extremism in Egypt. Keywords: Religious Moderation; Educational Curriculum; Islamic Religious Education