Ethnographic Studies in Islamic Education (EStIE) is a peer-reviewed academic journal that focuses on the sociological and anthropological dimensions of Islamic education. It provides a scholarly platform for examining the lived realities, cultural practices, institutional structures, and social dynamics that shape Islamic educational settings in diverse historical and contemporary contexts.

The journal invites ethnographic research that explores how Islamic education interacts with broader social forces, including issues of identity, power, community formation, authority, gender, social change, globalization, and the negotiation between tradition and modernity. We particularly welcome studies that critically analyze Islamic education not merely as a transmission of religious knowledge, but as a complex social phenomenon deeply embedded within particular cultural, political, and historical frameworks.

Through rigorous ethnographic inquiry, Ethnographic Studies in Islamic Education (EStIE) aims to foster interdisciplinary conversations between education, sociology, anthropology, and Islamic studies. The journal seeks to illuminate how Islamic education both shapes and is shaped by wider social processes, offering nuanced insights into the evolving realities of Muslim communities worldwide.