نشریه علوم تربیتی از دیدگاه اسلام
سال دوازدهم شماره 2 (پیاپی 25، تابستان 1403)

The aim of this research was to identify the factors and indicators of the ideal school model (in the Evolutionary level) based on the transformation documents (Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran and and National Curriculum Document) in the primary education period. The method of conducting the research from the point of view of data collection was qualitative, in order to extract the ideal school factors, the basic school factors were identified using the content analysis method. Reliability of codings with decoding method was evaluated by the researcher (with the agreement coefficient of 0.94) and the second reviewer (with the agreement coefficient of 0.85). By using the textual analysis method, the reports related to the indicators of each of the factors were identified and deduced based on the national curriculum document, the curriculum subsystem of the fundamental transformation document and other relevant national documents. After the indicators, the obtained model was validated by the focus group method through stakeholders. Finally, five dimensions of the training program (with five factors), environmental training (including physical space and equipment with three factors and atmosphere and culture with five factors), leadership and management of training (with nine factors), family (with two factors), local society and other environmental factors (with two factors), teachers and assistants (with seven factors), students and student organizations (with two factors), evaluation dimension (with three factors), results (with eleven factors in three categories of individual, family, social, and organizational). Finally, based on the obtained model, a clear picture of the school is presented for policy makers, planners, managers and other relevant and interested people.

The aim of the present study was to investigate the impact of conceptual learning in Quran education based on the escape room game on the academic engagement of third-grade elementary school students. The research method was a semi-experimental pretest-posttest design with a control group. The statistical population of the study included all male third-grade elementary school students in Arak city during the academic year 2022-2023. The convenience sampling method was used to select the sample. Accordingly, 48 students from the third-grade elementary school were selected, and then the selected sample was randomly assigned to experimental (24 students) and control (24 students) groups. Data were collected using the Reeve Academic Engagement Questionnaire (2013). The experimental group received training on the third-grade Quran education using the escape room computer game in 6 sessions, while the control group received conventional training. Descriptive statistical methods (measures of central tendency and dispersion) and inferential statistics (independent t-test and analysis of covariance) were used for data analysis. The findings indicated a significant difference in academic engagement between the experimental and control groups after adjusting pretest scores. Therefore, the results of this study suggest the positive role of using innovative  technologies in increasing students' academic engagement in Quran education, proposing the incorporation of gamified conceptual learning into the Quran curriculum in the elementary education department.

Among the populations loyal to the Islamic Revolution of Iran, there are many educational styles that have in common a model of education based on the Islamic Revolution, which is known as "Revolutionary Education".The present article tries to deal with the concept of "revolutionary education" with the method of conceptual analysis. For this purpose, at first, the types and meanings of revolutionary education were formulated, and then, with the aim of providing a normative definition of "revolutionary education" and "revolutionary man", the semantic elements of "revolutionaryism" were and further, the conceptual boundary of "revolutionary education" with similar concepts in the insider discourse, i.e. Mahdavi education, jihadi education, Basiji education, as well as rival discourses, was defined. After researching and analyzing the meanings and types of "revolutionary education" as well as examining its semantic elements in the discourse of the Islamic revolution, in the definition of "revolutionary education", on the process of helping the educator to fight for justice and rationality with non-divine rule, and acceptance and commitment to divine legislative sovereignty; Along with approval, participation, supervision and criticism were emphasized in the Islamic government. Also, the concept of "revolutionary education" in other discourses (post-modern, neo-Marxist and critical approaches) is different from this concept in the discourse of the Islamic Revolution, in terms of infrastructure and superstructure.

This research seeks to obtain a scale for measuring contentment and with its help measure the amount of attention to this virtue among young people. For this purpose, the epistemic dimensions and components of the concept of contentment were examined from the perspective of Sahifah Sajjadiyeh, and the components obtained from this study were used to design, build and validate the contentment scale in the form of a questionnaire with nineteen questions. Then, the amount of young people's attention to the moral virtue of contentment was measured with this questionnaire. The statistical population in this research is undergraduate students, the field of educational sciences of Boali Sina University, Hamedan, with a total of 266 people, entering 1402-1399, which was measured through the Morgan table sampling method, with a sample size of 155. The analysis of the findings shows that the responses can be checked at three levels (high, medium and low satisfaction levels). According to the one-sample t-test, the average level of satisfaction (2.89), and the significance level (0.003) is lower than the value of the test (3), so it can be concluded that the level of satisfaction from the students' point of view is lower than average.

Due to the importance of the "type of orientation of the educational system" and the "components used in the design of its educational models" in terms of compliance with authentic religious criteria and the fulfillment of the goals of this intellectual system, the present research is based on the above-mentioned goal and using the "analytical-interpretative" method, has collected and presented Mohammad Ghazali's educational system as a purely religious system. The findings indicate that in the section of educational foundations, emphasis on the inherent and divine dignity as well as the spiritual and soul dimension of human existence, God's centrality and activeness in the world, the existence of two dimensions of matter and heaven in the universe, Focus on the conditions that create the behavior rather than the behavior itself, opposition to the eradication of instincts from human existence, and also the explanation of the possibility and method of acquiring knowledge, the ultimate goal of ethical conduct, the manner of moral judgment and motivation, methods of acquiring moral virtues, the role of reason and will in shaping human behavior, and the criterion and goal of moderation of powers based on religious injunctions, constitute Ghazali's most important beliefs in this field. In the field of educational principles, Ghazali's explanatory principles have a five-faceted structure, which includes "the possibility of education", "the bases of education", "the requirements and necessities of education", "the preparations during education" and "the content and substance of education". These principles explain his beliefs in this field through eighteen educational principles. Ghazali also bases his educational system on three pillars: soul, ethics and knowledge. Based on these pillars, he organizes the relationships between teachers, students, and parents, curriculum, stages of education, and methods of education.

The effect of the surrounding physical environment on the child, confirms the place and role of architecture in child education. This is despite the fact that little research has been done on the role and capabilities of physical environments in shaping children's behaviors and actions. The present research is based on the studies conducted on educational teachings of Muslim religious texts, to provide an explanation of physical components and effective solutions of architecture on children's education. The type of research data is qualitative, and the data has been collected in both library and field methods. In this regard, in the first step, the child's educational components, which the physical environment can respond to, were extracted through the qualitative content analysis of the studies. The investigation showed that love and affection, respect for children and self-esteem, play and variety of activities, children's freedom, interaction and social vitality, intellectual discipline, rational thinking and questioning, role modeling and knowing of religious rules are among the educational indicators of religious texts. In the second step, semi-structured interviews were conducted with the teachers of five kindergartens in Isfahan, in order to complete and consider the efficiency of the extracted components. Teachers were selected purposefully and the interviews continued until theoretical persuasion. Finally, in order to match the results with the children's opinion, they were asked to paint their ideal kindergarten. The findings of the research confirmed the importance of the role of the physical environment in responding to these educational components. In addition, it showed that paying attention to environmental components such as comfort and psychological security, spatial diversity and attractiveness, connection with nature, flexibility, group interactions and play, in the architectural space, can improve the educational ability of the environment for the child.