مطالب

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.

Before the introduction of modern Western civilization, education in Iran was primarily under the control of the clergy and considered one of their main responsibilities. With the arrival of Western culture and civilization in Iran, particularly during the Pahlavi era, formal education, like many official governmental institutions, came to be managed by graduates of the new educational system. As a result, today some people view the clergy's involvement in official education as unconventional. The central question of this research is whether, with the formation of new schools and the informal status of old schools during the Pahlavi period, the clergy still played a role in formal education. The author's investigation indicates that a comprehensive and focused study on this topic has not been conducted. Although various academic works have touched upon the role of religious movements and clergy during the Pahlavi era, as well as memoirs related to active clerics in this area, these references are scattered and lack coherence. The present study, by descriptive and historical analysis methods, aims to explore this issue in historical documents. The findings indicated that after the reign of Reza Shah and with the opening of the political and cultural atmosphere, Shia scholars and clerics undertook two fundamental actions to play their role in education: The first was a gradual reform of the government’s new education system, conducted in four stages: Requesting the inclusion of religious subjects in schools, selecting suitable teachers for instruction, separating girls' and boys' schools, and the writing of textbooks by clerics with their presence to teach these books. The second action was the establishment and management of new private schools by clerics. This involvement of the clergy provoked a reaction from the Pahlavi regime, resulting in pressure on these schools and even the closure of some of them.