The Tsangaya system, a traditional Islamic education model in Northern Nigeria, has played a vital role in Quranic memorization and Islamic scholarship for centuries. Despite its historical significance, the system faces critical challenges, particularly the lack of standardized teacher training and certification, which hinders its integration into Nigeria’s formal education sector. This study addresses this gap by proposing a structured teacher training framework for Tsangaya, inspired by Malaysia’s Institut Pendidikan Guru (IPG) model, which successfully blends Islamic education with modern pedagogy. The target population includes Tsangaya Mallams (teachers) and students, with a focus on Northern Nigeria, where the system remains most prevalent. Using a comparative case study methodology, the research analyzes the IPG’s institutional structure, curriculum, and certification processes to identify adaptable components for Tsangaya reform. Key findings reveal that Malaysia’s structured teacher training system enhances both pedagogical competence and Islamic scholarship, offering a viable model for professionalizing Tsangaya education. The proposed framework introduces tiered certification pathways, integrated curricula, and continuous professional development while preserving Tsangaya’s religious and cultural foundations. Policy implications emphasize the need for government collaboration with Islamic scholars to institutionalize teacher certification, align Tsangaya with national education standards, and secure sustainable funding. The study contributes to broader discourse on Islamic education reform by demonstrating how traditional systems can modernize without compromising their spiritual essence. Practical recommendations include pilot teacher training programs, community engagement strategies, and phased implementation to ensure cultural acceptance. This research underscores the urgency of formalizing Tsangaya teacher training to improve educational outcomes and socioeconomic mobility for its graduates.