Analyzing the Concept of Autonomy in the Teachings of Hazrat Ali (AS) Providing Educational Implications for Improving Individual Health and Validating it

This scholarly inquiry endeavors to scrutinize the notion of autonomy as articulated in the teachings of Hazrat Ali (AS) with the aim of deriving educational implications that could enhance individual health and substantiate its significance.

The methodological framework employed was a mixed-method design, executed in two qualitative phases involving content analysis through a comparative categorization system, followed by a quantitative phase wherein validation was conducted utilizing Lawshe's agreement coefficient. The scope of the present study within the qualitative dimension encompassed all textual materials pertinent to the teachings of Hazrat Ali (AS) regarding autonomy, approached in a purposive manner, while the quantitative dimension involved 11 university professors and experts.

The outcomes of the content analysis pertaining to the examination of the concept of autonomy in the teachings of Hazrat Ali (AS) yielded 47 conceptual codes through a selective coding mechanism, categorized into 8 thematic axes: freedom and self-esteem, responsibility and accountability, contentment, supervision and control, time management, individual differences, courage, and criticality, all of which have implications for individual health, the most prominent of which include: the necessity of reinstating self-esteem and human value, the principle of dynamism and flexibility, self-belief and self-evaluation, the significance of health and vitality, the importance of character and integrity, and the imperative to restore self-confidence alongside recognizing the mental and physical disparities inherent in humans.

The findings collectively endorse the educational implications of autonomy and possess the potential to benefit educators in fostering the development of students' personalities.