نشریه مسائل کاربردی تعلیم و تربیت اسلامی
سال هشتم شماره 27 (تابستان 1402)

The religious literacy of teachers is one of the important indicators in the religious education of learners, therefore the purpose of the present study is to investigate the components of religious literacy of teachers.

The approach of the current research is qualitative and its method is a systematic review based on the model of Wright et al. (2007). The research community consists of 143 articles about the components of teachers' religious literacy that were presented in reputable scientific journals between 2011 and 2022. The research sample includes 30 articles that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents.

Based on data analysis, the components of teachers' religious literacy were classified into 4 axes and 56 factors. These axes include the cognitive-knowledge axis in religious education (including the specialized and professional factors of teachers in the field of religion and religious literacy), the emotional-attitudinal axis in religious education (including attitudinal factors in the field of religion and religious education), the procedural axis E- There is a strategy in religious education (including the teacher's procedural factors in the religious education of learners) and a communicative and interactive dimension in religious education (including the teacher's communication factors in the field of religion and his interactions in the field of religious issues).

According to the findings, it can be concluded that the religious literacy of teachers in the religious education of learners is dependent on various factors such as emotional and attitudinal, procedural, communicative and interactive dimensions in addition to cognitive and specialized indicators.

The culture of planning in schools and achievement of predetermined goals and missions serve as the foundation for school-centered management. This research aimed at examining the effectiveness of the school-centered management model and environmental conditions on students’ academic performance, with the moderating role of ethical values.

The research method employed an exploratory mixed methods approach, incorporating both qualitative and quantitative elements. In the qualitative phase, the main and sub-factors of the school-centered management model were extracted using thematic analysis. Additionally, the quantitative phase utilized a descriptive-survey method. The data collection instrument in the qualitative phase consisted of semi-structured interviews. In the quantitative phase, a researcher-developed questionnaire was designed based on the research components, comprising 107 items measured on a 5-point Likert scale. The qualitative sample included 12 beneficiaries in the education system of Fars province, including managers, deputies, teachers, and other school staff. The sampling method was purposive and saturated. The statistical population in the quantitative phase consisted of managers, deputies, teachers, and other school staff in the education system of Fars province, and the sample size was determined using Krejcie and Morgan’s table (1970), amounting to 382 participants. Clustered multi-stage sampling was employed in this section.

The research questions were analyzed using Smart-PLS3 software. The results of the study indicated that ethical values have a positive impact on the performance of students’ educational content. Moreover, environmental conditions and school-centered management significantly and positively influence the performance of students’ educational content. Ethical values enhance the impact of environmental conditions on the performance of students’ educational content while reducing the impact of school-centered management.

Furthermore, the overall model fit is strong and acceptable (GOF=0.381).

The purpose of the current research was to evaluate the lived experiences of senior high school girls from the challenge of removing hijab on the way to school.

it was based on qualitative approach and descriptive phenomenological method. A semi-structured interview was used to collect the data and thematic analysis was used to analyze the research data.

In this study, ten general themes were placed in three central dimensions, including the incorrect perception of the value of the hijab, resorting to the value of the hijab, and inducing the thinking that the hijab hinders freedom. Also, the dimensions of cultural, social and personal and family contexts based on the facilitation of the phenomenon of hijab and the dimensions of being understood instead of being rejected, the lack of explanation and the desired enlightenment as well as neglecting practical models and sloganeering based on the fact that the phenomenon of hijab is inhibiting were identified.

based on the findings of this research, it can be concluded that facing the challenge of removing hijab by students on the way to school requires a change in the view of executive bodies on hijab, and it is necessary to avoid taking superficial positions and hasty approaches. It must be replaced by explanation and enlightenment. There is also a need to create culture in the context of the real needs of students and the young generation by the general public and beneficiaries, and to use the potential of social, educational, media and even political institutions. If the existing procedure regarding the phenomenon of students’ hijab and the young generation continues and the process of facing it is neglected, It will cause a deeper gap in the near future.

The purpose of this research is the pathology of teaching and institutionalizing the concept of hijab and chastity in the second grade of elementary school, which is practical in terms of purpose.

The method of this research is qualitative and it has been carried out using a strategy based on data-based theory. The data collection tool is a semi-structured interview, and in order to collect information, an interview was conducted with 39 elementary school teachers in Tehran, experts of the Educational Research and Planning Organization, as the participants of this research, with the purposeful sampling method and using the theoretical saturation criterion. In order to obtain the reliability and validity of the data, two methods of review of participants and review of non-participating experts were used in the research. Data analysis was done in three stages: open coding, central coding and selective coding. The results of the current research show the extraction of more than 298 open codes from the interviews, as well as the statistics of 50 core codes and 7 selective codes.

The results show educational-curriculum, customary-social, educational-educational, psychological-emotional, governance-legal, cultural-identity and philosophical-belief harms that need to be taken into consideration by policy makers in this field.

This study aimed to analyze the textbooks of Heavenly Messages and Religion and Life in the secondary high school based on the components the Michel Burba’s theory of moral intelligence.

The study was descriptive and content analysis type using ‘Shannon’s entropy’ method. The statistical population included 9 textbooks of heavenly messages and religion and life of secondary high school, published in 2023, which were analyzed using the census sampling method. In addition, the text of the lessons, pictures, sentences, poems, stories and verses were analyzed. The unit of analysis of written texts was sentences, and thematic analysis was used to examine the images. The tool of study was the verification form of the seven components of Burba’s theory of moral intelligence. The validity of the study was obtained based on the university professors’ and experts’ views, and its reliability was obtained through the Scott’s reliability coefficient, pi, equaled with 0.73. Data analysis was carried out using Excel software, and frequency distribution table, percentage, and importance coefficient were utilized.

In the reviewed textbooks, the component of self-discipline (WJ=0.216) had the highest importance coefficient, and followed by the components: fairness (WJ=0.188), patience (WJ=0.176), and empathy (WJ=0.164), respect (WJ=0.122), conscience (WJ=0.106), and Kindness (WJ=025), respectively. The highest importance coefficient for the components was (WJ=0.170) in the textbooks the Heavenly Messages of grade 7 and Religion and Life in grade 10, and followed by, the Religion and Life in grade 12, (WJ=167), the Heavenly Messages in grade 9, (WJ=0.165), the Religion and Life in grade 11, (WJ=0.164), had importance coefficient, and the lowest importance coefficient, (WJ=0.162), was the in the textbook the Heavenly Messages in grade 8.

In general, the components of moral intelligence do not have a balanced distribution when they are compared to each other, and the textbooks reviewed in different grades in secondary high school have also addressed these components in an imbalanced way.

Goal: 

The goal of this research was meta-analysis of the research results about Islamic education courses of universities and higher education institutions of the Iran.

The research approach was quantitative and the research method was meta-analysis. The statistical population consisted of all the research conducted on Islamic education courses between 1392-1399 SH. The statistical sample was all the researches that qualified for quantitative meta-analysis assumptions. The measuring tool was the checklist of the criteria of the eligible articles for meta-analysis. To determine the validity of the tool, the checklist was given to three experts in measurement who had at least one experience in meta-analysis, and the validity of the tool was confirmed. To analyze, the questions, the heterogeneity test, Hedges g index and fixed and random model were used. The data were analyzed using CMA 3 software.

Based on the results of the study heterogeneity test, the null hypothesis of study heterogeneity was confirmed. Also, the I2 index showed the effect of heterogeneity of studies on 97.33% of the total changes. The effect size and Z calculated for 15 variables from 22 were significant at the alpha level of 0/05. The largest effect size based on the Hedges g index was related to the religious attitude variable with an effect size of 1/488, followed by the professors’ variable with 1/450, then the interrelation between the professor and the student with 1/215. The overall effect size for studies in the fixed and random model was at the medium level, which indicated the relationship between the variables and the effectiveness of Islamic education courses.

Based on the results, the three factors of religious attitude, professor and mutual relationship between professor and student had the greatest effect on the effectiveness of these courses. Therefore, based on the results of the meta-analysis and by insisting on the identified factors related to the effectiveness of the curriculum of Islamic education courses, the necessity of rethinking and transformation in the curriculum of Islamic education courses should always be one of the main concerns of the policy makers and designers of the Islamic education curriculum.