Designing a Framework for Sexual Education Curriculum on the Basis of Islamic Training Foundations

This study aimed to design and validate sexual education curriculum on the basis of Islamic training foundations and the traditions of The Fourteen Infallibles (peace be upon them). To achieve the research objective, a qualitative strategy was used with a mixed approach (inductive content analysis method and descriptive-survey method were used respectively in the qualitative and quantitative parts). The qualitative section of the research involved books, articles and Islamic texts related to sexual education, including original Islamic texts and sources such as Holy Quran (software) and the content package of jameolahadith (software). Sexual education relevant data, including ahadith and narrations, were gathered from the sources on the basis of purposive sampling and were deeply studied and analyzed in a simultaneous continuous manner. In the validation part, the statistical population includes experts of educational sciences, psychology and Islamic sciences with sexual-education related professional knowledge and insights. Firstly, from Holy Quran and narratives of The Infallible, seven categories were extracted including: regarding sexual instinct as a need; marriage as a natural and an accepted reaction to sexual instinct; suitable relationships between men and women (with opposite sex); chastity; observing the private borders of family and social relationships; refraining from sexual anomalies; and reproduction. Based on the main categories extracted, in the element of the goals of the sexual education curriculum, for cognitive, emotional and skill dimensions 12 objectives were deduced, and for the outlines of the textbooks content, 5 main axes and 26 titles were introduced. Four techniques were suggested for direct teaching-learning methods, and five techniques were suggested for indirect teaching-learning methods. Also, for the evaluation of sexual training curriculum, several categories were introduced with an emphasis on the evaluation of the whole curriculum as well as the evaluation of the experienced or adopted curriculum.