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This chapter details empirical results from the “Exploring Bioscience and Islam” seminar series, conducted among two groups of Muslim students in the USA and Malaysia. Using pre- and post-questionnaires and students’ reflective essays, we assessed our curriculum effectiveness across three domains: knowledge acquisition; behavioral intent (interest, intention, and preparedness to engage with and seek further opportunities at the intersection of bioscience and Islam); and views regarding the compatibility/conflict between religion and science. Pre- and post-survey results show substantial gains in knowledge (from 12.1 to 18.1, p < 0.01), interest (11.4–11.8, p = 0.03), intention (19.6–20.9, p < 0.01), and preparedness (10.4–13.4, p < 0.01), which is also supported by essay data. Conversely, attitude/view scores dropped from 16.3 to 15.6 (p < 0.01), indicating that students perceived greater religion–science incompatibility post-seminar. Essay analyses suggest a more complex picture; students harbor diverse views which can be categorized into three groups: one claims a harmonious connection; another highlights perceived tensions/conflicts discussed by seminar instructors; and another upholds compatibility amid existing conflicts. In multivariable analyses, lower preparedness at the baseline predicts greater knowledge acquisition (B: −0.03, p = 0.01), while poor knowledge at the baseline predicts improvement in preparedness to engage with and pursue advanced opportunities at this interface (B: −0.02, p = 0.05).

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Addressing “Big Questions” About the Human Being Through Bioscience and Islam: Findings from an Educational Intervention Across Two Countries

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  • 发表日期：

    2026年

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  • Raudah M. Yunus,
  • Aasim I. Padela

摘要

This chapter details empirical results from the “Exploring Bioscience and Islam” seminar series, conducted among two groups of Muslim students in the USA and Malaysia. Using pre- and post-questionnaires and students’ reflective essays, we assessed our curriculum effectiveness across three domains: knowledge acquisition; behavioral intent (interest, intention, and preparedness to engage with and seek further opportunities at the intersection of bioscience and Islam); and views regarding the compatibility/conflict between religion and science. Pre- and post-survey results show substantial gains in knowledge (from 12.1 to 18.1, p < 0.01), interest (11.4–11.8, p = 0.03), intention (19.6–20.9, p < 0.01), and preparedness (10.4–13.4, p < 0.01), which is also supported by essay data. Conversely, attitude/view scores dropped from 16.3 to 15.6 (p < 0.01), indicating that students perceived greater religion–science incompatibility post-seminar. Essay analyses suggest a more complex picture; students harbor diverse views which can be categorized into three groups: one claims a harmonious connection; another highlights perceived tensions/conflicts discussed by seminar instructors; and another upholds compatibility amid existing conflicts. In multivariable analyses, lower preparedness at the baseline predicts greater knowledge acquisition (B: −0.03, p = 0.01), while poor knowledge at the baseline predicts improvement in preparedness to engage with and pursue advanced opportunities at this interface (B: −0.02, p = 0.05).