DAARUS TSAQOFAH publishes original articles about current issues and trends in Islamic religious education, Islamic Religious Thought, Educational Curriculum, Teaching, Learning, Policy, and Teacher Preparation with the aim of advancing our knowledge of educational theory and practice. Apart from that, this journal also covers issues related to environmental education. In addition to the original articles, the journal features the following special sections:

• Education and Learning: consists of theoretical and empirical research studies on education, Islamic religious thought and Islamic religious learning. We invite manuscripts that investigate Islamic religious education or thought and its learning and changes and growth from various points of view, including psychological, social, cognitive, sociohistorical and affective. Studies that examine the relationship of learning to teaching, knowledge and practice, the learners themselves, and their contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are also welcome.
• Issues and Trends: consists primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to teaching. This special section specifically aims to encourage informed dialogue on current issues in the field of education, and papers representing different points of view will be welcomed.
• Learning in Everyday Life: consists of analytical, interpretive, or philosophical papers regarding learning outside the formal classroom.
• Teacher Education: consists of original empirical and/or theoretical research that examines teacher preparation, teacher work, or how teacher work is influenced by the broader context. "Teacher education" refers to development along the continuum of one's teaching career, from pre-service, through induction, to the advanced professional stages of teaching.
• Educational Policy: includes reports on the goals and/or basic principles of policies adopted by governments, interest groups, school districts, etc., and their impact on teaching and learning. Additionally, research on science policy is concerned with critical examination of how educational theory, research, and practice are influenced by policy decisions.