Correlation between secular state and religious orientation: Internal and external motives of madrasa students

The purpose of the study was to analyse the mechanisms of regulation of Islamic education in different countries and their influence on the religious orientation of students at Islamic schools (madrasas). The study examined internal and external motivational factors determining the choice of religious education in the context of state policy, as well as the key conceptual approaches explaining the transformation of the religious identity of students in Islamic educational institutions. The study was based on a systematic analysis of scientific publications, a comparative analysis of educational strategies in different countries, and a content analysis of sources reflecting the specifics of the interaction between the secular state and religious institutions. The findings of the study revealed that Islamic education is regulated according to three principal models: strict state control (France, China), partial autonomy (Turkey, Kazakhstan), and complete independence of religious educational institutions (Pakistan, Saudi Arabia). In countries with strict state control, religious education gradually lost popularity among young people, while in societies with partial autonomy, religious schools adapted to modern educational standards while preserving traditional elements of teaching. In states with full autonomy, madrasa graduates faced limited opportunities for professional adaptation, which affected their integration into the secular environment. The analysis revealed a major influence of social and economic factors on the choice of Islamic education, including family traditions, social stereotypes, funding levels, and state support. Existing theoretical models (the theory of secularisation, modernisation of education, and the confessional approach) do not provide an exhaustive explanation for the transformation of religious education. In this regard, the study substantiated the need to develop hybrid theoretical approaches that accommodate the political, economic, and cultural aspects of educational policy. The practical significance of the study lies in the possibility of using its findings in the development of educational reforms aimed at balancing secular and religious standards in the educational systems of different countries.