The Muslim World Science Initiative: Difference between revisions

MWSI is a taskforce and network initiative focused on improving science education and research in universities throughout the Muslim world. It seeks to foster a scientific culture based on critical inquiry, meritocracy, and best practices by encouraging reforms in university curricula, teaching methods, and institutional governance. The initiative promotes the creation of a Network of Excellence of Universities for Science (NEXUS) to inspire and monitor progress across member institutions. MWSI emphasizes collaboration among scientists, educators, policymakers, and civil society to reinvigorate scientific output and innovation in the 57 member countries of the Organisation of Islamic Cooperation (OIC) (Osama, 2015; Nature Middle East, 2015).

MWSI is a global initiative involving multiple countries within the Muslim world, spanning the Middle East, Africa, and Asia. Its coordination and leadership include experts based in various locations, such as the United Arab Emirates and the United Kingdom, reflecting its international and cross-regional nature (Osama, 2015; Forbes, 2015).

The initiative was founded in the mid-2010s by a taskforce of scientists, educators, and experts concerned about the low levels of scientific research and innovation in Muslim-majority countries. Athar Osama, an honorary senior associate at the UCL Institute of Education in London and a professor of science education, is recognized as the founder and a leading figure of MWSI. The taskforce was formed to comprehensively review the state of science education and research, culminating in reports published around 2015 that highlighted critical deficits and proposed strategic reforms (Osama, 2015; Forbes, 2015).

Athar Osama is the key founder and driving force behind MWSI. The initiative is supported by a coalition of international organizations, academic institutions, and philanthropic bodies interested in science development in the Islamic world. Partners include the Organisation of Islamic Cooperation (OIC), the Qatar Foundation, the Islamic Development Bank, the British Council, Nature Publishing Group, and the International Development Research Centre (IDRC). These entities provide financial, institutional, and strategic support to facilitate reforms and capacity building (Royal Society, n.d.; Nature Middle East, 2015).

* Other notable experts include Prof. Michael Reiss (UCL Institute of Education), Prof. Bruce Alberts (University of California, San Francisco), and H.E. Professor Ameenah Gurib-Fakim (former President of Mauritius) (Nature Middle East, 2015; Forbes, 2015; Muslim-Science.com, 2016).

* Building networks of excellence among universities to foster collaboration and innovation (Nature, 2015; Muslim-Science.com, 2016).

The initiative directly targets the 57 member countries of the Organisation of Islamic Cooperation (OIC), which collectively represent about 25% of the global population. It seeks to reclaim and revive the historical legacy of scientific achievement in the Muslim world by addressing contemporary educational and research shortcomings. MWSI emphasizes an inside-out approach, encouraging Muslim societies to lead their scientific revival rather than relying on external narratives (Nature Middle East, 2015; Muslim-Science.com, 2016).

* The initiative also disseminates findings through conferences, forums, and policy dialogues to build consensus and mobilize stakeholders (Nature, 2015; Forbes, 2015).

Iran, as a key Muslim-majority country with a strong scientific tradition, shares many concerns addressed by MWSI, such as improving university research quality and fostering innovation. While direct formal partnerships between MWSI and Iranian institutions are not explicitly documented, Iran’s active scientific community and government initiatives aimed at advancing science and technology align with MWSI’s objectives. Iran’s engagement in broader Islamic scientific cooperation forums suggests potential synergy with MWSI goals, especially in promoting science education reforms and enhancing research output within the Islamic world (Nature Middle East, 2015; Forbes, 2015).

While MWSI identifies important issues such as poor scientific production, lack of critical thinking, and bureaucratic obstacles in Muslim universities, Iranian critics argue that the initiative’s approach may insufficiently address deeper cultural and ideological factors. For example, religious conservatism and jurisprudential divisions within the Muslim world are seen as fundamental barriers to scientific progress that require more direct engagement and resolution (Dawn, 2015; PSIMJ, 2024).

Iranian scholars sometimes critique initiatives like MWSI for promoting Western-centric concepts of science and education without adequately integrating Islamic epistemologies or indigenous knowledge systems. This can lead to tensions between modern scientific inquiry and traditional religious worldviews, which are particularly pronounced in Iran’s own scientific and educational reforms (Academia.edu, 2016).

Given Iran’s geopolitical position and its distinct Shia Islamic identity, there is skepticism that MWSI, largely driven by a coalition of countries with Sunni majorities and Western partners, may not fully represent or accommodate Iran’s scientific and cultural perspectives. Iran’s educational diplomacy often emphasizes Shia doctrinal values and revolutionary ideals, which may diverge from the more secular or pluralistic approaches favored by MWSI (Insight Turkey, 2024).

Iran highlights its own significant scientific growth over recent decades, including advances in nuclear science and technology, which some Western and Muslim world reports tend to overlook or downplay. Iran’s scientific community points to its rise in global scientific rankings despite sanctions and political isolation, challenging the narrative of stagnation prevalent in MWSI reports about Muslim countries generally (Khamenei.ir, 2024).

Iran may view MWSI as part of a broader effort by Western and Gulf-based actors to shape the scientific and educational agendas of Muslim countries in ways that align with their geopolitical interests. This could include promoting certain scientific paradigms and limiting the influence of Iran’s distinct educational and ideological models (Dawn, 2015; Insight Turkey, 2024).

Iran’s emphasis on integrating Islamic revolutionary values into science and education may be marginalized or sidelined within MWSI’s framework, which tends to promote secular meritocracy and global scientific norms. This creates a perception that MWSI’s reforms serve to dilute Iran’s cultural and ideological influence in the Muslim scientific world (Insight Turkey, 2024).