Interfaith Education in Kenya: Building Curricula for Christian-Muslim Understanding

Abstract

This article examines the critical role of interfaith education in fostering sustainable Christian-Muslim understanding in Kenya, where over 70% of the population is under the age of 30. Using a qualitative research design grounded in documentary analysis and thematic synthesis, the study evaluates the transition from colonial-era educational dualism toward integrated pedagogical frameworks. The research utilizes a "Triple-Pillar" conceptual model integrating the African communal philosophy of Ubuntu, the Islamic ethic of Ummah, and the Christian theological principle of Communion (Koinonia) to propose a relational ethics model for inclusive curricula. By analysing contemporary policy shifts, specifically the National Education Sector Strategic Plan 2023–2027, and institutional case studies from St. Paul’s University, the study identifies how "pedagogies of encounter" and Scriptural Reasoning can mitigate historical religious silos. Despite these innovations, the findings highlight significant barriers, including conservative theological resistance, the "digital divide" in marginalized regions, and the political instrumentalization of religious identity. The article argues for a unified, historically honest curriculum that moves beyond abstract tolerance toward deep inter-religious engagement, offering actionable recommendations for standardized teacher training and multi-sectoral partnerships between state and religious bodies.