Volume 7, Issue 2 (8-2024)
Iranian Journal of Educational Sociology 2024, 7(2): 174-180 |
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Shahbazi R, Seifi M, Mohammadi Naeeni M. (2024). Examination of the Moral Curriculum in Iranian Schools in Dubai and the National Curriculum of the Islamic Republic of Iran. Iranian Journal of Educational Sociology. 7(2), 174-180. doi:10.61838/kman.ijes.7.2.21
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URL: http://iase-idje.ir/article-1-1425-en.html
1- PhD Student, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.
2- Assistant Professor Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.
2- Assistant Professor Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.
Abstract: (213 Views)
Purpose: This study aims to examine the moral curriculum in Iranian schools in Dubai, assesses its alignment with the National Curriculum Document of the Islamic Republic of Iran, and proposes strategies for optimization.
Methodology: A mixed-methods approach was employed, combining qualitative methodologies. Content analysis was conducted on moral education textbooks from grades one to nine used in Iranian schools in Dubai and the National Curriculum Document of Iran. Semi-structured interviews were conducted with 20 teachers and 5 curriculum planners to gain insights into teaching methods and evaluation practices. Colaizzi’s phenomenological method was used to analyze interview data, and thematic analysis was performed using qualitative data analysis software.
Findings: The content analysis revealed that the moral curriculum in Iranian schools in Dubai follows a Western framework compatible with Islamic principles, emphasizing cultural studies, individual and social development, character-moral education, and civic studies. However, significant discrepancies were found when compared to the National Curriculum Document, which emphasizes virtues such as patience, courage, respect, empathy, chastity, trustworthiness, justice, and honesty. The Dubai curriculum focuses more on secular ethics and civic responsibilities. Proposed strategies for optimization include incorporating content aligned with the National Curriculum, enhancing cultural and recreational activities, organizing book reading competitions, and providing professional development for teachers.
Conclusion: The study underscores the complexity of delivering moral education in a transnational context, where curricula must balance national values with the multicultural environment of the host country. The findings highlight the need for a more integrated approach that incorporates Islamic values while addressing the diverse backgrounds of students. By adopting the proposed strategies, Iranian schools in Dubai can enhance the moral and ethical development of their students, aligning more closely with national educational goals and effectively promoting Islamic ethical principles alongside necessary civic and social competencies.
Methodology: A mixed-methods approach was employed, combining qualitative methodologies. Content analysis was conducted on moral education textbooks from grades one to nine used in Iranian schools in Dubai and the National Curriculum Document of Iran. Semi-structured interviews were conducted with 20 teachers and 5 curriculum planners to gain insights into teaching methods and evaluation practices. Colaizzi’s phenomenological method was used to analyze interview data, and thematic analysis was performed using qualitative data analysis software.
Findings: The content analysis revealed that the moral curriculum in Iranian schools in Dubai follows a Western framework compatible with Islamic principles, emphasizing cultural studies, individual and social development, character-moral education, and civic studies. However, significant discrepancies were found when compared to the National Curriculum Document, which emphasizes virtues such as patience, courage, respect, empathy, chastity, trustworthiness, justice, and honesty. The Dubai curriculum focuses more on secular ethics and civic responsibilities. Proposed strategies for optimization include incorporating content aligned with the National Curriculum, enhancing cultural and recreational activities, organizing book reading competitions, and providing professional development for teachers.
Conclusion: The study underscores the complexity of delivering moral education in a transnational context, where curricula must balance national values with the multicultural environment of the host country. The findings highlight the need for a more integrated approach that incorporates Islamic values while addressing the diverse backgrounds of students. By adopting the proposed strategies, Iranian schools in Dubai can enhance the moral and ethical development of their students, aligning more closely with national educational goals and effectively promoting Islamic ethical principles alongside necessary civic and social competencies.
Keywords: Moral education, national curriculum, Iranian schools in Dubai, curriculum alignment, ethical development, multicultural education, teacher training, educational strategies
Type of Study: Research Article |
Subject:
Special
Received: 2024/02/17 | Accepted: 2024/04/28 | Published: 2024/06/2
Received: 2024/02/17 | Accepted: 2024/04/28 | Published: 2024/06/2
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