Structured Mentoring as Inclusive Relational Pedagogy in Tahfiz Education: Supporting Diverse Memorization Readiness

Abstract

Inclusive education requires teaching that responds to learner variability, yet little research has examined how religious educators support differences in memorization pace, confidence, self-regulation, and readiness. This study examined how structured mentoring was conceptualized, enacted, and institutionally sustained in Hifz al-Quran education, and how it supported students with differing memorization readiness. A qualitative case study was conducted at a Malaysian state tahfiz institution. Data comprised semi-structured interviews with four experienced tahfiz lecturers and seven diploma students, 12 observations of tasmi' and muraja'ah sessions, and institutional documents. A hybrid inductive-deductive thematic analysis was undertaken using ATLAS.ti 24. Four interrelated themes were developed: relational accessibility grounded in trust and empathy; differentiated memorization scaffolding through repetition, pacing, scheduling, and feedback; adaptive mentor roles combining technical expertise with listening and emotional support; and institutional support through documentation, monitoring, and targeted intervention. Structured mentoring functioned as an inclusive relational pedagogy by making rigorous memorization expectations more accessible without reducing disciplinary standards. The study offers a culturally grounded framework for supporting learner variability in tahfiz education and identifies implications for teacher development, student support, and institutional quality.