Muhammad Fakhruddin Al-Razi, Fitri Kusumasari
As modern education trends emphasise deep understanding, critical thinking, and creativity, there is a need to re-evaluate the practice of memorising the Quran, which is increasingly being questioned. This article engages with this discourse by conducting a scoping review of empirical studies regarding the education-related effects of Quran memorisation. Following the PRISMA-ScR guidelines, 36 empirical studies were identified and analysed. The findings indicate that Quran memorisation may best be conceptualised as a multifaceted educational phenomenon, with outcomes clustered into three key themes: cognitive enhancement and potential neuroplasticity, academic achievement, and psychospiritual character development. Framed within the liturgical literacy and neurobiological lens, these results suggest that Quran memorisation functions as embodied cognition and as a stimulation for synaptic connectivity rather than passive repetition. Furthermore, the review highlights a dominance of studies from the Indo-Malay region and a prevalence of quantitative observational designs. The article concludes that while the current mapping offers a positive outlook on the pedagogical value of memorisation, future research requires more rigorous experimental designs and broader geographical contexts to further substantiate these findings. © 2026 Christian Education.
Faculty of Psychology, Universitas Negeri Surabaya, Surabaya, Indonesia; Faculty of Health Sciences, Universidade Dili, Dili, Timor-Leste
