Islamic Religious Education and a Culture of Simplicity for Limiting Student Hedonism
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Abstract
Islamic Religious Education can provide a moral and educational foundation for addressing hedonistic tendencies among students by cultivating simplicity, gratitude, responsibility, and self-control. This article examines how Islamic Religious Education develops these values and how school culture can support the prevention of consumption-centered lifestyles. An integrative literature review synthesizes scholarship on Islamic education, self-control, religiosity, materialism, consumer culture, and anti-hedonistic approaches. The findings indicate that anti-hedonistic education is most effective when religious values are connected to everyday decisions involving money, trends, digital media, peer pressure, and consumption. Reflective assignments, self-discipline practices, teacher modelling, peer norms, and digital literacy can strengthen students’ capacity to distinguish needs from socially driven desires. School culture further reinforces these values through inclusive activities, non-consumptive sources of enjoyment, family involvement, and institutional practices that do not equate status with possessions. Anti-hedonism should not be understood as the rejection of pleasure. Rather, it involves developing the ability to enjoy life proportionately while preventing consumption, prestige, and material ownership from becoming dominant sources of identity and self-worth.
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