This paper explores the educational trajectories and intellectual development of eight influential Muslim mathematicians, four from the Islamic Golden Age and four from the modern era, through a comparative qualitative analysis. It examines how diverse educational networks, mentorship structures, and institutional environments shaped mathematical thought across time. By analyzing both the continuities and divergences in how knowledge was transmitted, the study highlights a shift from manuscript-based, interdisciplinary learning to specialized, globally connected academic systems. The findings offer insight into how classical Islamic approaches to mentorship, holistic inquiry, and communal knowledge-sharing can inform contemporary educational and scientific practices.
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