Empowering Tahfiz Education in Malaysia: Insights into the External Factors Driving Parental Preferences

Tahfiz education in Malaysia has undergone significant development since its official establishment in 1966, growing alongside other educational streams with the establishment of 1,245 tahfiz centres by September 2021. Despite facing challenges in the past, tahfiz institutions have maintained their position within the community, attributed to various contributing factors. This article aims to analyse the external factors influencing parents’ inclination towards tahfiz education for their children. Employing a quantitative approach, data was collected and analysed from 485 respondents among parents of tahfiz students,representing 20 tahfiz institutions across Malaysia. The findings reveal six key external factors driving parental interest in tahfiz education, including facilities, security, reputation and promotion, curriculum and co-curriculum, location and environment, and financial capabilities. Notably, facilities and curriculum/co-curriculum factors emerge as the most significant contributors to parental preference for tahfiz institutions. The former encompasses teaching, learning, and accommodation facilities, crucial for ensuring a conducive learning environment, while the latter emphasises the institutions’ ability to foster excellent moral values, clear educational objectives, and a systematic memorisation syllabus. Moreover, co-curricular activities play a vital role in enhancing student talent, alleviating stress, and nurturing innovation interests. Consequently, tahfiz institutions and relevant stakeholders must prioritise improvements in facilities and curriculum/co-curricular activities, aligning with the advancements in educational technology under Education 4.0. This endeavour is pivotal in empowering tahfiz education nationally and internationally, contributing to the delivery of quality education and nurturing a righteous community (khayr ummah).