Theories of Instruction: A Narrative Synthesis of Frameworks, Strengths, and Practical Implications in an Usul Al-Fiqh Class at the Undergraduate Level in Nigerian Universities

Instructional theories provide diverse frameworks for understanding and designing effective teaching practices, each rooted in philosophical traditions such as behaviorism, cognitivism, and constructivism. This narrative synthesis examines these theories, their strengths, limitations, and practical implications, with a focus on application in an undergraduate Usul al-Fiqh classroom. Through a systematic literature review of 26 peer-reviewed sources from 2015 to 2025, supplemented by recent studies on Islamic education, the study integrates empirical evidence to highlight how these theories can enhance pedagogical strategies in higher education. Findings underscore the value of hybrid approaches for addressing diverse learner needs, while emphasizing the need for contextual adaptation in curriculum design, particularly for complex subjects like Usul al-Fiqh that require memorization, logical analysis, and interpretive debate. Recommendations include professional development for educators to blend theories effectively.