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The field of Islamic Education is growing rapidly in the 21st century. The Islamic Society of North America (ISNA) noted that there were approximately 2,000 institutions of higher education in the United States offering instruction in this discipline. There are also around 45,000 affiliated institutions and over 1 billion Muslims worldwide. What is astounding about such a significant number is that less than 10% of these institutions offer programs with a focus on the human sciences and social sciences at either undergraduate or graduate levels. This means that there is a large vacuum in terms of curriculum, professional development opportunities for teachers and scholars associated with Islamic Education and research in this area because it does not currently have institutional home to its desired curricula or programs. The need for a more comprehensive and holistic educational system is becoming more apparent by the day. The needs of society are changing, with the rise of new global phenomena, such as the "Arab Spring" and globalization. These changes require students to be equipped with an understanding of theological, political, economic, social and global issues so they may be prepared to not only meet this world's current challenges but also prepare themselves for worldwide citizenry. Islamic Education has long been recognized in the United States as necessary in history instruction at both secondary and postsecondary levels for this very reason. Islamic Education has recently become more popular. Demands for Islamic Education have risen dramatically in the United States in the last few years. More students are entering Islamic schools, enrollment in classes offered at mosques is on the rise, and more students are enrolled at American Muslim institutions of higher education. These statistics mean that there is a greater opportunity to create new programs that will meet the demands for teachers of Islamic studies. There are two recent studies that examine this need for development within the field of Islamic Education. The first study examines three key components of religious education: teacher training, curriculum development, and teacher-training program accreditation. The study's findings indicate that there is a lot of room for Islamic Education in the United States. In spite of the fact that there are only a handful of degree programs, post-graduate certificate programs and teacher-training programs in the field of Islamic Education, only two accreditations have appeared in the last decade. The authors encourage researchers to look into how Islamic Education can be developed through curricular development and certification. The second study by Clare Henry, a professor at Howard University, examines what is needed within a community for a Muslim college or university. She examines three elements: institutional presence, curriculum development and pedagogical training. The authors of the study, Henry and Paul R. Holstein, conclude that a Muslim community needs to offer some form of Islamic Education. In order to meet the demands for Islamic Education today there is a need for researchers, teachers and those affiliated with these institutions to be united from an academic perspective as well as from a lay perspective. In addition to the two studies mentioned above, there is a third study that examines the current climate within Islamic Education in contemporary America. The study, written by Mohammad Hashim Kamal, examines why young people want to learn more about Islam and how this information can be used for bettering themselves and their lives. cfa1e77820
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