نشریه مسائل کاربردی تعلیم و تربیت اسلامی
سال نهم شماره 32 (پاییز 1403)

This study explores the perceptions of elementary school teachers regarding the challenges and opportunities for promoting Islamic culture, with an emphasis on modesty and hijab, in the Iranian education system during the academic year 2023–2024.

The study employed a qualitative phenomenological approach. Participants included all elementary school teachers in Yazd city, selected through criterion-based purposive sampling until data saturation was reached. Finally, A total of 15 teachers participated in the study. The participants were required to have at least three years of teaching experience in elementary schools and must be officially employed by the Yazd education department. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis method. To achieve credibility according to the ‘triangulation of data,’ techniques such as peer review, member checking, and researcherThe Trojan Horse Infantry: Gradual Infiltration of Liberal and Secular Thought into the Core of the Religious Community of Schools in Iran with an Emphasis on Modesty and Hijab self-reflection were utilized.

The findings were categorized into two main domains: (A) Present Challenges with the Main Themes: (1) Positive and negative effects of the type of encounter and interaction; (2) contradictions between school teachers' and religious teachers' words and actions. (B) Factors of the Neglect towards Modesty and Hijab Culture with Main Themes:(1) Society; (2) Poor management and insufficient governance in cyberspace; (3) Sexual and psychological factors; (4) Limited interaction between the education system and other institutions and organizations; (5) lack of awareness and knowledge; (6) Indifference among families; (7) Political and economic factors; (8) The infiltration of liberal and secular ideologies into the religious community of schools.

Promoting the culture of modesty and hijab and explaining its various dimensions can shield society from these destructive challenges. The Jihad of Explaining hijab and raising people’s awareness of hijab requires collaboration and synergy across all organizations and institutions, particularly the education system, with schools and teachers playing a central role.

This study explores the perceptions of elementary school teachers regarding the challenges and opportunities for promoting Islamic culture, with an emphasis on modesty and hijab, in the Iranian education system during the academic year 2023–2024.

The study employed a qualitative phenomenological approach. Participants included all elementary school teachers in Yazd city, selected through criterion-based purposive sampling until data saturation was reached. Finally, A total of 15 teachers participated in the study. The participants were required to have at least three years of teaching experience in elementary schools and must be officially employed by the Yazd education department. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis method. To achieve credibility according to the ‘triangulation of data,’ techniques such as peer review, member checking, and researcher self-reflection were utilized.

The findings were categorized into two main domains: (A) Present Challenges with the Main Themes: (1) Positive and negative effects of the type of encounter and interaction; (2) contradictions between school teachers' and religious teachers' words and actions. (B) Factors of the Neglect towards Modesty and Hijab Culture with Main Themes:(1) Society; (2) Poor management and insufficient governance in cyberspace; (3) Sexual and psychological factors; (4) Limited interaction between the education system and other institutions and organizations; (5) lack of awareness and knowledge; (6) Indifference among families; (7) Political and economic factors; (8) The infiltration of liberal and secular ideologies into the religious community of schools.

Promoting the culture of modesty and hijab and explaining its various dimensions can shield society from these destructive challenges. The Jihad of Explaining hijab and raising people’s awareness of hijab requires collaboration and synergy across all organizations and institutions, particularly the education system, with schools and teachers playing a central role.

One of the most critical aspects of children’s education is cultivating their minds and fostering their ability to think critically and distinguish right from wrong. Furthermore, one of the responsibilities of both the family and the state concerning children is to provide an environment for their spiritual development. Nurturing thinking and creativity in education aims to create the conditions for a profound, comprehensive, systematic, holistic, and future-oriented transformation rooted in revealed teachings and Islamic knowledge while aligning with Islamic-Iranian culture. Based on the Fundamental Reform Document of Education, this study explores the foundations of cultivating thinking and creativity in children.

 The research method is qualitative, employing thematic analysis. The analytical community in this study consists of written documents and records of the education system in the Islamic Republic of Iran, including the theoretical framework of the Fundamental Reform Document of Education. Data analysis was conducted through coding using MAXQDA12 software, followed by qualitative content analysis to present a conceptual model.

The findings indicate that in Islamic philosophy, which underpins the Fundamental Reform Document of Education, the ontological foundations of thinking focus on unity, the capacity to be guided, the cause-and-effect system, and the coherence of the universe. The anthropological foundations emphasize the pursuit of perfection, justice, freedom, and human identity. The epistemological foundations center on the quest for knowledge, understanding one’s and others’ situations, reasoning, thinking, and awareness of the limitations of human cognition in nurturing thinking. The axiological foundations focus on the goodness of actions and agents, true human freedom, and the love of beauty. The cultivation of thinking and creativity in Islamic philosophy and in the Fundamental Reform Document is built upon these principles.

Based on the findings, the conclusion is that in the Islamic education system, developing students' creativity should be based on the established principles

This study examines the conceptual structure of research on the hijab within the Iranian Science Citation Index and identifies key subfields and dimensions of the hijab concept.

The research employs bibliometric techniques, word co-occurrence, and social network analysis. A total of 313 documents from the Iranian Science Citation Index were analyzed to identify trends in hijab research over the past 19 years (2005–2023). Cluster analysis and strategic diagrams were utilized to map the conceptual structure of studies on the hijab.

The results of the content analysis of hijab studies indicate that research in this field can be categorized into ten clusters: (1) Modesty and chastity in the verses of the Holy Quran and narrations. (2) Research related to hijab in texts and sources. (3) Media and lifestyle. (4) Islamic dress code. (5) Heavenly religions and hijab. (6) Policy-making regarding hijab and chastity. (7) Dress code and social security. (8) Pathology of women's dress. (9) Moral education. (10) Unveiling of the hijab. Additionally, emerging topics in hijab research were identified through the content analysis of published articles during this period.

This study provides researchers with a comprehensive understanding of the hijab concept and highlights potential areas for future research. The Islamic dress code (Cluster 4), dress codes and social security (Cluster 7), and the pathology of women's dress (Cluster 8) were identified as emerging research areas.

This study designs a model of the decision-making process for educational managers based on the strategy of grit.

The research was conducted in two phases. In the first phase, based on certain verses of the Holy Quran, the concept of grit was analyzed using thematic analysis. The statistical population consisted of 389 verses of the Holy Quran containing terms related to grit, from which 34 verses were purposefully selected as the sample. A thematic network analysis was employed in this phase.In the second phase, the systematic implications research method was used to derive the implications of the themes for decision-making processes in educational management. The target population consisted of experts in decision-making and education. Thirteen participants were interviewed and selected through theoretical, convenience, and snowball sampling methods. Validation of findings was achieved through expert review.

 In the first step, six key themes of grit were identified: faith and hope in unseen factors; courage and risk-taking; focus on what we have; strength of will; significance and magnitude of the goal; and a motivational, unifying atmosphere. For each theme, specific implications for the decision-making process were identified, including recognizing capacities alongside gaps, emphasizing persuasion to ensure the support of human resources, focusing on succession planning and the empowerment of human resources, cultivating gratitude and maintaining hope, creating spaces for dialogue, and fostering patience-driven and compassion-driven synergy.

The study concludes that paying attention to the themes of grit can enhance educational managers' performance throughout the decision-making process, from decision adoption to implementation.

This research was conducted to investigate the effectiveness of teaching moral values through gamification on the moral sensitivity and academic ethics of the third-grade male students of the Anzal Urmia region in the academic year 2023 - 2024.

A quasi-experimental study with a pre-test-post-test design and a control group (unbalanced group design) was used to achieve the goal. The statistical population of the study consisted of all third-grade male students in Anzal district of Urmia in the academic year 2023-2024, which numbered 208. Among them, a third-grade class of 16 students was selected as the experimental group and a third-grade class of 16 students was selected as the control group for the study using non-random sampling. An 8-session experimental program for the gamification training group was designed and implemented over 4 weeks. This program was developed according to the books Educational Games for Developing Moral Traits by Keshani and Abedi Darche (2017) and Gamification in Learning and Teaching by Sangkyun, Kibong, Barbara & Burton, 2018, as well as the theories of gamification in learning and teaching and elements of gamification (2012) (Werbach & Hunter, 2012). In order to validate the content, the training program was provided to ten educational psychology experts to validate the training program based on their experiences and opinions. The content validity ratio (CVR) index for the training program was 0.73, which is an acceptable value when compared with the acceptable value based on the Lavish method, which is at least 0.62 for ten people. Accordingly, the program was approved and implemented. To collect information from the Moral Sensitivity Questionnaire (Narvaez, 2001) and the Academic Ethics Golparvar (2010) was used. Data were analyzed at two levels of descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (covariance analysis) using SPSS software version 27.

The statistical analysis findings showed that moral values training had a significant and positive effect on the dependent variables, and the group effect increased the mean of the moral sensitivity variable by 5.78 units and the mean of the academic ethics by 2.49 units, which means that 51% of the variance or changes in moral sensitivity and 43% of the variance or changes in academic ethics are due to the effect of the independent variable or moral values ​​ training.

Based on the research findings, it can be concluded that the program of teaching moral values through gamification improves and increases students' moral sensitivity and academic ethics.