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The Contribution of Islamic Studies’ Curriculum on Christian-Muslim Relations in Theological Seminaries in South-West and Littoral Regions; Cameroon

The purpose of this study was to examine the contribution of Islamic studies curriculum to Christian-Muslim relations.
The study employed descriptive-survey and phenomenology designs, which required a mixed methods approach. Probability
and non-probability sampling techniques were employed. The study was carried out in the South-West and Littoral regions
of Cameroon. Bartlett (2001) and Krejcie & Morgan (1970) sample size determination formulas were employed with
questionnaires, interview guide,s and document analysis as instruments for data collection. The triangulation method
of data collection and the embedded method of data analysis were employed. The findings establish that: (1) Contents
of Islamic studies in seminaries in the South-West and Littoral regions of Cameroon are very superficial as studies are
merely informative with little or no measures to enhance proper understanding of Islam. (2) The new discipline curriculum
approach employed by the seminaries has not significantly enhanced Christian-Muslim relations. The study recommends
(1) seminaries should review of the course content. (2) seminaries should employ both the new discipline and project
curriculum implementation approaches. (3) Each seminary should have at least one qualified Christian Islamic lecturer
(4) A course in Christian-Muslim relations be introduced alongside the Islamic course in all theological seminaries.


Key words | Islamic Studies, Curriculum, Theological Seminaries, Christian-Muslim Relations

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