Religious conversion among indigenous communities in Sabah forms an important part of Malaysia’s socio-religious transformation. Although the number of indigenous people embracing Islam has increased steadily since Sabah joined Malaysia, their post-conversion adjustment remains complex, especially in religious education. Historically, Christian missionary organisations established schools and social services during the colonial period, while Islamic education relied mainly on informal and community-based da‘wah. This imbalance continues to shape the educational experiences of indigenous Muslim converts. This study examines the historical development of religious education, conversion trends, and the main educational and social challenges faced by converts in Sabah. Using a qualitative document-based approach, it analyses census records, colonial documents, official reports, institutional publications, and academic literature through content analysis, thematic analysis, comparative reading, and source triangulation. The findings show that converts face bureaucratic obstacles, psychological pressure, family opposition, financial insecurity, social stigma, shortages of local educators, and limited access to religious education in rural areas. However, inclusive mosque programmes, mentoring, community-based learning, and non-governmental support can strengthen religious knowledge and social belonging. The study concludes that culturally relevant, flexible, and accessible education is essential for sustaining faith, confidence, resilience, and long-term integration.
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