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As a response to the problem of dualism, the First World Conference on Muslim Education (Makkah, 1977) proposed the establishment of integrated education in the Muslim world. There is a gap in the literature regarding the implementation of integrated education in the Nigerian context despite an emphasis on the vitality of integrated education paradigm. This study investigated the perceptions of students about integrated education in the context of Islamiyyah madrasah in North-Central Nigeria. A survey questionnaire was  used to collect data from 344 respondents in selected Islamiyyah madrasah in the country. The findings indicate that the majority of the respondents perceived that Islamiyyah madrasah balances between Islamic and Western education. The majority of the respondents agreed that they used dialogical pedagogy which allows students to participate during teaching and learning. Moreover, they believed that Islamiyyah madrasah promotes the integration of  technology in teaching and learning. In conclusion, it was recommended that the three components of integrated education should be harmonized in order to foster the personality of the learners. Drastic efforts are required to propel integrated education in order to provide opportunity for learners to compete favorably with students of public schools. This necessitates support from all, stakeholders including, government authorities, the National Board of Arabic and Islamic Studies (NBAIS) among others.   Abstrak:     Sebagai respon kepada masalah dualism Persidangan Dunia Pertama Mengenai Pendidikan Islam (Mekah, 1977) mencadangan pengasasan pendidikan bersepadu dalam dunia Islam. Terdapat jurang dalam literatur berkenaan pelaksanaan pendidikan bersepadu dalam konteks Nigeria walaupun terdapat penekanan terhadap kekuatan paradigma pendidikan bersepadu. Kajian ini menyiasat persepsi pelajar tentang pendidikan bersepadu dalam konteks madrasah Syariah Islamiah di Utara-tengah Nigeria. Soal selidik telah digunakan untuk mengumpul data daripada 344 orang responden daripada madrasah Syariah Islamiah yang dipilih di seluruh negara. Hasil kajian menunjukkan bahawa majoriti responden dilihat bahawa madrasah Syariah Islamiah sebagai pengimbang antara pendidikan Islam dan Barat. Majoriti responden bersetuju bahawa mereka menggunakan pedagogi dialogikal yang membolehkan pelajar untuk mengambil bahagian dalam pengajaran dan pembelajaran. Selain itu, mereka percaya bahawa madrasah Syariah Islamiah menggalakkan integrasi teknologi dalam pengajaran dan pembelajaran. Kesimpulannya, kajian mengesyorkan bahawa ketiga-tiga komponen pendidikan bersepadu harus diharmonikan bagi memupuk keperibadian pelajar. Usaha-usaha yang drastik perlu untuk melonjakkan pendidikan bersepadu bagi memberi peluang untuk bersaing dengan baik dengan pelajar daripada sekolah awam. Ini memerlukan sokongan daripada semua, pihak-pihak berkepentingan antara lain termasuk pihak berkuasa, Lembaga Kebangsaan bagi Pengajian Arab dan Islam (NBAIS).

An Empirical Assessment of Students’ Perceptions on Integrated Educational Factors in Islamiyyah Madrasah in North-Central Nigeria