Reports Database:
The Social Value of the International Curricula Organization (ICO) Programs: An Evaluative SROI Report (2025)

Executive Summary
This study aims to measure the impact of the educational programs implemented by the International Curricula Organization (ICO), with support from Sulaiman Al-Rajhi Waqf, in enabling Muslim communities in the diaspora to learn the Arabic language and receive Islamic education, and in contributing to the strengthening of Islamic identity and the Arabic language in multilingual environments. To achieve this, the study adopted a methodological approach combining quantitative and qualitative analysis and applied the Social Return on Investment (SROI) methodology, allowing a deeper understanding of the educational, pedagogical, and social value generated by the organization’s interventions in light of the approved Theory of Change and outcome chain.

The study covered four main stakeholder groups: individual beneficiaries, institutional beneficiaries, partners, and ICO leadership and staff. Waqf and financial support were treated as key inputs that enabled program implementation, rather than as a separate stakeholder category within the change outcomes. The study was based on a logical model and Theory of Change that explain the causal pathway from inputs and activities to outputs, then to short- and medium-term outcomes, and ultimately to final impact. Data collection relied on surveys, interviews, document analysis, and administrative data.

The findings showed a high level of achievement of the Theory of Change outcomes across stakeholder groups, as follows:

• Individual beneficiaries: strengthened understanding of Islamic values, increased engagement with educational content and platforms, improved language skills, and strengthened Islamic and linguistic identity.
• Institutional beneficiaries: enhanced teacher readiness to apply curricula and educational platforms, support for active learning, improved teachers’ instructional effectiveness and use of educational technologies, and enhanced capacity to provide effective Arabic and Islamic education.
• Partners: creation of an enabling environment for implementing educational and training projects, facilitation of students’ access to and use of educational platforms, and expansion of Arabic and Islamic education projects in target environments.
• ICO leadership and staff: provision of trusted and suitable educational content for target groups, expanded access to curricula and content through digital platforms, global enablement of Arabic language and Islamic education, and improved teacher capacity and use of educational technologies.

The quantitative findings and qualitative evidence indicate that impact was not generated from a single isolated outcome, but from an interconnected chain that begins with the development of content, curricula, and platforms; passes through partners, institutional beneficiaries, and teachers; and reaches individual beneficiaries, among whom direct change was observed in understanding, engagement, language skills, and Islamic and linguistic identity. The interviews also showed that the educational content was not perceived merely as instructional material, but as a supportive means for understanding Islamic values, strengthening learners’ connection to the Arabic language and the Qur’an, and expanding the presence of learning within the classroom and the family.

Through the application of the SROI methodology, and after accounting for deadweight, displacement, attribution, and drop-off over time, the study concluded that the Social Return on Investment ratio reached 8.49. In other words, every SAR 1 invested in these programs generated an estimated social value of approximately SAR 8.49. This indicator reflects the ability of ICO programs to generate educational, pedagogical, and social value that exceeds the direct financial investment, while taking care not to over-claim the extent of impact attributable to ICO alone. The sensitivity analysis shows that the Social Return on Investment ratio remained positive across the alternative scenarios tested. Based on the current sensitivity tests, the SROI ratio ranges between 7.20 and 8.52, compared with the base-case SROI ratio of 8.49. Attribution assumptions were found to be the most influential factor affecting the result, which confirms the importance of applying caution when considering the contribution of other parties within the outcome chain.

Stakeholder engagement also identified unintended and potential negative outcomes, including positive spillover effects on families and greater partner awareness of educational environment needs, as well as potential burdens such as learning pressure among some students, diversion of partner resources, and additional operational burden on ICO. These outcomes were reviewed against materiality, strength of evidence, independence from already valued outcomes, valuation feasibility, and risk of double counting. Where they did not meet the criteria for inclusion in the core Impact Map, they were reported qualitatively or reflected, where relevant, in impact assumptions, sensitivity interpretation, and future measurement recommendations. Accordingly, these outcomes inform the interpretation of the SROI result, but they do not change the base-case SROI ratio unless they meet the criteria for inclusion in the core Impact Map.

Despite the high impact indicators, the study identified several opportunities for improvement related to the sustainability of implementation, variation in the readiness of some educational environments, the need to further develop training and follow-up, strengthen the use of digital platforms, and build more mature impact partnerships. Accordingly, the report presents a picture that combines measurement of the impact achieved with the identification of pathways for developing and deepening that impact in future cycles, in a manner that supports enabling Muslim communities in the diaspora to learn the Arabic language and receive Islamic education and strengthens Islamic identity and the Arabic language in multilingual environments. Future editions will further develop the Theory of Change and its indicators to track both intended and unintended outcomes, including positive and potential negative outcomes. Future measurement cycles should collect deeper evidence to determine whether such outcomes become sufficiently material, independently evidenced, measurable, and free from double counting to be included in future valuations.