Causes and Effects of radical Islam from the perspective of Islamic theologians (UWIT)

The UWIT project set out to systematically explore the perspectives of (prospective) Islamic theologians on the causes and consequences of Islamism in Germany, as well as the role of Islamic religious education in preventing religious radicalisation.

Islamic theologians undoubtedly hold significant influence – whether as teachers or clergy, they shape the political and religious views of Muslims, both in formal settings like Islamic religious education and in mosque-based instruction. Yet until now, there has been no empirical research into how they understand the roots and impact of Islamism, or its prevention.

By addressing this gap, the UWIT project offered valuable insights into how the socialisation, upbringing, and education of young Muslims is currently shaped – and how, from the theologians’ point of view, it ought to evolve. In the first phase of the project, UWIT conducted qualitative interviews with lecturers and students of Islamic theology with and without a teaching qualification at a total of 11 of the 13 locations for Islamic theology. In doing so, the project systematically gathered the views of (prospective) theologians on the causes and effects of Islamism in Germany and their approaches to preventing radicalisation. In a literature and document analysis, UWIT also examined the module handbooks of the institutes and centres for Islamic theology to determine how this topic is addressed in their teaching. In addition, a Germany-wide stratified survey was conducted among students of social science fields (such as social work, teaching, education, and psychology). The survey examined how topics such as interculturality, democracy education, anti-racism education, and political and religious radicalisation – and its prevention – are addressed in their studies and what additional needs remain. 

In the second phase of the project, the research findings were prepared in a practical manner and implemented in workshops and training courses on Islamist radicalisation. The target group was university lecturers, as well as practitioners from schools, social work, prevention practice, and Muslim communities. A roadmap was developed showing how radicalisation occurs and how it can be recognised and prevented. The UWIT project tested and evaluated these formats and published them in open access.

Main Findings:

Overall, the lecturers demonstrate a very nuanced understanding of the factors that influence radicalisation at the micro, meso, and macro levels. In contrast, students often tend to offer simplified, naive psychological explanations. Both groups emphasise the central importance of Islamic religious education for the prevention of radicalisation. In particular, they highlight that teaching can make an important contribution by imparting reflective skills and providing an opportunity to discuss everyday and religious issues in a trusting atmosphere. They also emphasise the role of the school as a whole in prevention.

According to document analyses and discussions with lecturers, radicalisation is typically addressed only indirectly in Islamic theology programmes. Based on personal experiences with radicalisation, students expressed a desire for practical workshops. A Germany-wide survey of students from other disciplines shows that democracy education is generally given too little attention. This is particularly true for teacher training programmes, despite the relevance of schools for prevention.