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The research was aimed at establishing how Islam was taught. A historical inquiry complemented by thematic analysis of the phenomena helped in drawing meanings and inferences. Findings revealed that Islam was descriptively taught (indefinite model) through lecture methods, alongside having (occasional) guest speakers. I argue that while the content introduced diverse aspects of Islam, trainee teachers were not adequately equipped on how to deliver the subject content. This resulted in selective teaching of the content on Islam. The question of who is qualified to teach Islam in a public university remained unresolved. An explicit and responsive teaching model would do.

Reflecting on the Teaching of Islam in Religious Education Teacher Education Programme at the University of Zambia