Utilizing the dimensions of the situation in the religious education curriculum

Given that the use of the dimensions of a situation is very effective in the growth and formation of ideas, the main purpose of this study is to analyze the views of religious and educational experts, and teachers' lived experiences about the role of religious education situations in second elementary school. The approach of the present study is qualitative and phenomenological. To this end, we have used semi-structured interviews with experts and teachers. The data were analyzed using coding and categorization methods. Cognitive and emotional in situations, and the attractiveness and development of situations. Based on teachers' experiences, dimensions of the situation that should be used in the implementation of religious education curriculum are divided into eight categories: Disruptive situations of habits and natural order, stimulating situations of emotions and feelings, stimulating situations of thought and reason, collective situations and activities, informal situations, time of moral issues and challenges, occurrence of natural phenomena, places and historical monuments.