Integrating Iqbal’s Concept of Sensory Perception and Intuition in Contemporary Pakistani University Classrooms

Abstract

Pakistan's education system faces significant challenges, including an over-reliance on rote memorization and a disconnect from its cultural and philosophical heritage, hindering holistic student development. This study explores the potential of integrating Allama Muhammad Iqbal's educational concepts of sensory perception (ḥiss) and intuition (wajdān/Fu’ād), along with action (Amal) and selfhood (Khudī), into contemporary Pakistani university classrooms. Drawing on Iqbal's emphasis in The Reconstruction of Religious Thought in Islam on sensory engagement with the empirical world and intuitive insight into deeper realities, this research investigates how these principles can promote a more engaging, culturally resonant, and effective learning environment. Using a qualitative research design, this study involved semi-structured interviews with twenty university teachers from Hyderabad. The findings suggest that teachers already use the elements of sensory-rich teaching, intuitive responsiveness, and action-based learning (practices that can be linked to the framework by Iqbal) and imply that conscious application of the principles reinforce student engagement, creativity, and critical thinking. However, despite teachers’ effort, inflexible curricula, inadequate resources and entrenched traditional practices all hamper total adoption. The paper concludes that the practice in the classroom and the government policy must be reformed to help establish the integration of the Iqbalian principles in higher education.