Security Planning in Islamic Sharia and Libyan Law: A Comparative Study

Authors

  • Mohamed jebril Ali Department of Sharia, Faculty of Sharia and Law - Ubari, Alasmarya Islamic University, Libya Author

DOI:

https://doi.org/10.65420/t6hzh230

Keywords:

Security planning, Islamic Sharia, Libyan law, Civil defense, Proportionality

Abstract

This comparative study examines security planning as an institutional preventive process encompassing hazard identification, probability and impact estimation, prioritization, resource allocation, implementation, evaluation, and lesson extraction. It investigates the conceptual alignment of security planning with Islamic Sharia principles, particularly the preservation of essential necessities, preparation, consultation, evaluation of consequences, and warding off harm, alongside an analysis of Libyan regulations including the Police and Security Law, Civil Defense Law, and constitutional guarantees. Employing inductive, analytical, and comparative methodologies, the study incorporates a judicial precedent from the Libyan Supreme Court regarding private vehicle inspection standards. The findings indicate that both Sharia and Libyan law converge on the legitimacy of preventive measures, the protection of life, property, and public order, and the necessity of restricting force to proven need; however, Libyan legislative provisions remain fragmented, lacking a unified framework for planning cycles, information governance, and evaluation indicators. The research recommends enacting a national regulation for security planning and risk management, linking funding to training and preparedness, integrating judicial principles into operational guidelines, and establishing precise safeguards for data collection, arrest, search, and surveillance under effective judicial and administrative oversight.

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Published

2026-08-28

Issue

Section

Articles

How to Cite

Mohamed jebril Ali. (2026). Security Planning in Islamic Sharia and Libyan Law: A Comparative Study. Comprehensive Journal of Humanities and Educational Studies, 2(3), 434-444. https://doi.org/10.65420/t6hzh230