درخت حوزه‌های تخصصی

Purpose: This study aims to examine the moral curriculum in Iranian schools in Dubai, assesses its alignment with the National Curriculum Document of the Islamic Republic of Iran, and proposes strategies for optimization. Methodology: A mixed-methods approach was employed, combining qualitative methodologies. Content analysis was conducted on moral education textbooks from grades one to nine used in Iranian schools in Dubai and the National Curriculum Document of Iran. Semi-structured interviews were conducted with 20 teachers and 5 curriculum planners to gain insights into teaching methods and evaluation practices. Colaizzi’s phenomenological method was used to analyze interview data, and thematic analysis was performed using qualitative data analysis software. Findings: The content analysis revealed that the moral curriculum in Iranian schools in Dubai follows a Western framework compatible with Islamic principles, emphasizing cultural studies, individual and social development, character-moral education, and civic studies. However, significant discrepancies were found when compared to the National Curriculum Document, which emphasizes virtues such as patience, courage, respect, empathy, chastity, trustworthiness, justice, and honesty. The Dubai curriculum focuses more on secular ethics and civic responsibilities. Proposed strategies for optimization include incorporating content aligned with the National Curriculum, enhancing cultural and recreational activities, organizing book reading competitions, and providing professional development for teachers. Conclusion: The study underscores the complexity of delivering moral education in a transnational context, where curricula must balance national values with the multicultural environment of the host country. The findings highlight the need for a more integrated approach that incorporates Islamic values while addressing the diverse backgrounds of students. By adopting the proposed strategies, Iranian schools in Dubai can enhance the moral and ethical development of their students, aligning more closely with national educational goals and effectively promoting Islamic ethical principles alongside necessary civic and social competencies.

In the post-2020 security environment of the Middle East and North Africa (MENA) region, marked by the easing of Iranian-Saudi tensions, intra-Sunni reconciliation, the resolution of the Qatar blockade, and the signing of the Abraham Accords, the European Union (EU) sought to capitalize on the détente to advance its strategic interests. Compared to the other members of the so-called Western camp, the EU, which appears particularly vulnerable to its neighbouring region's instability, responded poorly to the emerging challenges and opportunities. Which factors explain the inefficiency of the EU to benefit from a permissive strategic environment and become more impactful in its broader neighbourhood? This article attempts to promote our understanding of EU’s foreign policy towards the MENA region through a Neoclassical Realist theoretical approach. Structural changes alone cannot explain the EU's failure to have a more prominent role in the region. Intervening variables, such as the role of institutions, state-society relations, and strategic culture, can shed light on the lack of policy cohesiveness and the overall inability of the EU to promote its influence abroad.