Jurisprudential Indicators of Governance in Child and Adolescent Education with a Focus on International Human Rights Standards

Background and Objective: Child and adolescent education, as one of the fundamental domains shaping human personality, has always been a focal point in both Islamic jurisprudence and international human rights instruments. Among these, the role of governance in policymaking and guiding the educational process holds a special position. However, the ways to define jurisprudential indicators of governance in child and adolescent education and their relationship with international human rights standards require systematic and detailed examination. This study aims to extract the jurisprudential indicators of governance in the field of child and adolescent education and to conduct a comparative analysis with international human rights instruments.

Materials and Methods: This research is theoretical in nature and employs a descriptive-analytical method. Data collection was carried out through library-based research.

Findings: The findings indicate that Islamic jurisprudence, emphasizing principles such as support, educational guidance, educational justice, strengthening religious identity, and attention to the gradual development of the child, assigns an active role to governance, which in many cases aligns with the principles of international human rights.

Ethical Considerations: Throughout the preparation of this study, the authenticity of sources, honesty, and academic integrity were strictly observed.

Conclusion: The results suggest that, by utilizing the capacities of ijtihad (jurisprudential reasoning) and localized interpretation of human rights, interaction and synergy between Islamic jurisprudence and international standards in the field of child and adolescent education are feasible.