https://iej.ihu.ac.ir/ Research in Islamic Education Issues en daily 1 Mon, 27 Jul 2026 00:00:00 +0330 Mon, 27 Jul 2026 00:00:00 +0330 https://iej.ihu.ac.ir/article_210920.html The education system is the main pillar of the country's development and progress. Therefore, the improvement and excellence of the education system is directly effective in improving the performance of other systems, including economy, culture and society. This issue becomes more important when facing the complex and changing world and in line with the security and protection of the territorial integrity of the country. Excellence model is inevitable for higher education because it leads to development and progress in all dimensions. The purpose of this research is to provide a model of excellence of Khatam al-Anbia Air Defense University (PBUH) in the field of education. The research is applied in terms of purpose and qualitative in terms of data collection method. This research aims to identify the influential components in the evolution and excellence of Khatam Al-Anbia Air Defense University (PBUH) in the field of education, extracting related concepts and categories from the collection of articles and upstream documents and using the method of qualitative content analysis and performing relevant coding, and then with Descriptive analysis and study of the number and frequency of concepts and categories, different roles in the field of models of transformation and excellence and concepts of education have been identified and separated. In the next step, by conducting a semi-structured interview with 12 professors and experts in this field at Khatam al-Anbia Air Defense University (PBUH) in order to validate the calculated components and the relationship between the components and the dimensions, as well as to extract the components desired by the experts using the theoretical saturation method. was discussed and finally the model of transformation and excellence of the university in the field of education has been formulated. The model resulting from the research has five dimensions, 25 components and 73 indicators. https://iej.ihu.ac.ir/article_210915.html AbstractConsidering the importance of the subject of identity and despite numerous efforts and actions taken by the relevant institutions in the field of adolescent identity enhancement, no satisfactory result has been achieved due to the gap and distance between them and, in one word, lack of synergy. The Imam Hossein Comprehensive University Center for Popular Governance decided to form specialized working groups in this area to take a step toward solving the adolescent identity issue through synergy among provincial organizations. Accordingly, the outcome of these specialized sessions and meetings was an operational plan called "Everyone Involved in Education." According to this plan, each provincial organization, aligned with the Fundamental Transformation Document of Education, provides a free service to students that supports identity enhancement, making these services available to schools. Schools, by visiting centers or participating in skill-building workshops, aim to address adolescents' identity crisis by inspiring hope through exposing students to existing advancements within each organization and encouraging them to play roles in various fields. This article is the result of an action research process of this plan from idea to implementation. The data in this article were collected based on documents, interviews, observations, sessions, and specialized working groups and were analyzed and examined using thematic analysis. The findings of this research showed that institutional synergy led to increased educational effectiveness, audience satisfaction, enhancement of adolescents' social identity, and formation of a native model that can be generalized at national and local levels. The model presented in this study can be useful for policymakers and those involved in adolescent affairs at both national and local levels. https://iej.ihu.ac.ir/article_210918.html The present study was conducted to examine the degree of alignment between the intended curricula and the Fitrat-based religious education curricula in primary education. This research is descriptive in nature and applies content analysis using the Shannon Entropy method. The statistical population includes all texts, images, self-assessments, and activities in the Heavenly Gifts (Hadiyeha-ye Asemani) textbooks from the second to the sixth grades of primary school. Accordingly, the statistical sample consists of the curriculum elements of the Heavenly Gifts series, including objectives, content, organization methods, and evaluation, using the complete enumeration approach. First, the objectives listed in the textbooks were analyzed, followed by the content of the Heavenly Gifts books. To examine the suggested instructional methods, the teacher’s guidebooks were analyzed. Finally, in the evaluation section, the questions presented in the textbooks—either at the end of each lesson or within the lessons—were analyzed using a checklist prepared based on Tyler’s (2017) curriculum elements. The results showed that in the second grade, content ranked first in terms of attention with an importance coefficient of 0.338, while objectives ranked fourth with 0.039 (least attention). In the third grade, content ranked first (highest attention) with 0.339, while evaluation ranked fourth with 0.083. In the fourth grade, content ranked first (highest attention) with 0.330, while objectives ranked fourth with 0.098. In the fifth grade, content also ranked first (highest attention) with 0.225, while evaluation ranked fourth with 0.121. Finally, in the sixth grade, content ranked first (highest attention) with 0.328, while evaluation ranked fourth with 0.103. https://iej.ihu.ac.ir/article_210922.html Economic education of adolescents, as a comprehensive process, faces challenges such as the conflict between religious teachings and common economic attitudes, consumerist advertising, and the weakness of practical education. This study aimed to investigate the role of "responsible philanthropy" in the economic education of adolescents based on Islamic teachings. The research method was descriptive-analytical and library resources including the Quran, the narrations of the Ahl al-Bayt (AS), and related research works were used. Data were extracted and examined by qualitative content analysis and inference from religious texts. The findings showed that responsible philanthropy, as a combination of a desire for goodness and a commitment to action, can lead to social justice, prevent moral corruption, increase material and spiritual sustenance, and strengthen social solidarity. Also, obstacles such as economic problems, weak religious beliefs, and materialism make it difficult to realize this principle. Finally, practical education, group activities, and responsibility in the family were suggested as strategies to strengthen this concept. The results of the study indicated that economic education based on responsible philanthropy lays the foundation for raising a committed and capable generation for the future. https://iej.ihu.ac.ir/article_210919.html سرمایه انسانی کارآمد و متعهد، مهم‌ترین رکن اقتدار دفاعی و بازدارندگی در نظام جمهوری اسلامی ایران محسوب می‌شود. با توجه به جایگاه راهبردی فرماندهی کل قوا در هدایت نیروهای مسلح، تبیین دیدگاه‌های ایشان نقشه راهی مطمئن برای تعالی سازمانی است. پژوهش حاضر با هدف شناسایی مؤلفه‌ها و شاخص‌های تربیت نظامی و طراحی الگوی جامع آن مبتنی بر منظومه فکری و بیانات امام خامنه‌ای (مدظله‌العالی) انجام شده است. این پژوهش از نظر هدف، بنیادی-کاربردی و از نظر رویکرد، کیفی است. جامعه آماری شامل کلیه بیانات و سیاست‌های کلی مقام معظم رهبری(حفظه الله) مرتبط با حوزه تربیت نظامی و دفاعی بوده است. داده‌ها با استفاده از روش اسنادی گردآوری و با بهره‌گیری از تکنیک تحلیل مضمون کدگذاری و تحلیل شدند. بر اساس تحلیل داده‌ها، تعداد 54 کد اولیه شناسایی شد که در قالب 3 مضمون سازمان‌دهنده و تربیت نظامی به عنوان مضمون فراگیر دسته‌بندی گردیدند. ابعاد اصلی الگوی استخراج شده شامل دانش نظامی، روحیه نظامی و آمادگی نظامی می‌باشد. نتایج نشان می‌دهد که تربیت نظامی در مکتب دفاعی- نظامی معظم‌له، فراتر از مهارت‌آموزی صرف بوده است. الگوی مستخرج نشان می‌دهد که تربیت نظامی مطلوب، باید بر تربیت و پرورش «نیروی نظامی تراز انقلاب اسلامی» تمرکز داشته باشد. این الگو می‌تواند به عنوان مبنایی راهبردی برای بازنگری در متون آموزشی، سیاست‌گذاری مراکز دانشگاهی نظامی و ارزیابی عملکرد فرماندهان در نیروهای مسلح مورد بهره‌برداری قرار گیرد. https://iej.ihu.ac.ir/article_210921.html One of the areas in which the concept of divine testing is discussed is the field of religion, and especially the Holy Quran. The author's attempt is to identify the components and dimensions of divine testing from the perspective of the Quran and to discuss and analyze the educational arguments of this issue in the country's educational evaluation system. This research was conducted in the form of qualitative and philosophical research and with the inductive content analysis method with a data coding system and an analytical-deductive method. he research findings show that four main categories, including the philosophy of divine testing, examples of divine testing, and the results of success and failure in divine testing, constitute the dimensions of the concept of divine testing. The results showed that divine testing is a necessary matter that plays a veto role in human salvation. The main goal of evaluation from the Islamic perspective is the growth and elevation of man and his being placed on the direct divine path; because true growth is achieved by engaging in challenges and issues, and this is accomplished by divine tests. Therefore, in educational-educational evaluation, apart from seeking to determine his comprehensive competence for promotion, it is necessary to first and foremost consider his educational and educational growth as the criterion. Therefore, evaluation acquires a qualitative and formative nature. Evaluation in this sense is not only related to the daily life of the learner, but the educational evaluator must focus his attention to a large extent on evaluating the traits and behaviors of the learner that are also effective in shaping his fate and afterlife. The educational dimension of evaluation becomes very prominent here. https://iej.ihu.ac.ir/article_210916.html Family religious education plays an important role in strengthening religious identity and strengthening the moral foundations of society. This research was conducted with the aim of designing a model of family religious education model based on excellence. The research method is qualitative and the data was first collected and analyzed through reviewing upstream documents and library studies and then collected in interviews with specialists and experts. The statistical population of this research included 10 officials, experts and specialists in the field of religious education in the qualitative section who were selected using the purposive sampling method. Its validity was confirmed through content validity and its reliability using expert judgment. The data were processed using the content analysis method. The findings showed that the components of belief are monotheism, resurrection, justice, prophecy and imamate, which have a total number of indicators under the component of 14 and have a significant impact on promoting religious education in families. Also, the results showed that coherent planning at the family and community levels can help improve religious beliefs and the growth of family members' beliefs. Accordingly, a comprehensive model for family education and excellence was designed and proposed, which is based on the interaction of educational, religious, and family institutions. This model can be used as a practical solution in cultural and educational policy-making. https://iej.ihu.ac.ir/article_210917.html The purpose of the current research is to investigate the role of the goals of rational education in the realization of social justice from the perspective of Allameh Tabatabai (RA). This research is a type of qualitative research that has used Frankena's method of practical inference for explanation. For this purpose, first Allameh's works were examined and the topics related to rationality were taken into consideration, and in the next stage, the goals of rational education were deduced and its role in realizing social justice was discussed. The research results show that the goals of rational education from Allameh's point of view include the following. A) Knowledge of the truth in the course of monotheistic authorities (actions, attributes and essence) in order to manifest the belief justice (faith in the truth) in human existence. b) The conduct of servitude to obtain the position of governorship in order to achieve practical justice. C) Divine love and its manifestations are the degree of emotional balance to focus love on the true beloved. d) Virtuous morality is the degree of achieving individual justice. e) Development of social balance in the direction of social justice, which means that everyone is placed in his right place and has rights according to his social weight. c) Economic prosperity is for the realization of economic justice, which means fair distribution of wealth and its growth. https://iej.ihu.ac.ir/article_209873.html One of the important issues of education is how to pay attention to the existential dimension of human being in the direction of beauty and aesthetic education. The purpose of this article is to examine the basics and principles of aesthetic education from the perspective of the Holy Quran. In this research, the research approach is qualitative and the analysis method is thematic analysis, a documentary method has been used to collect information, and the tool for collecting information is in the form of taking notes from textual data. The results of the research show that the Holy Quran, with a comprehensive look at the issue of beauty, presents a diverse set of aesthetic concepts and foundations. These foundations are: the acquisition of aesthetic knowledge is possible, nature, the world, man, nature, history and revelation are the sources of aesthetic knowledge, sense, intellect and heart are the ways to obtain aesthetic knowledge, sensual and evil temptations are obstacles to the acquisition of aesthetic knowledge (Epistemological foundations), Nizam Ahsan (ontological foundations), Man is a version of God's beauty on earth, the formation of the best man, man's innate desire for beauty, man's freedom in aesthetic education, man's capabilities and limitations in aesthetic education (anthropological foundations), God is the original and absolute good and the source of all good things, and pure goodness and the best names are attributed to God Almighty (Theological foundations) Based on them, the principle of God-centeredness, the principle of reason-centeredness, the principle of balance, the principle of proportion, the principle of efficiency, the principle of genuine pleasure-creation and the principle of server-creation can be considered as the principles of aesthetic education. https://iej.ihu.ac.ir/article_210104.html The aim of the research was to identify the components of the continuous professional and ethical development of managers based on the document of fundamental transformation and then to rank the main components based on the views of managers and educational leaders of the elementary level in Isfahan city. The research was applied in terms of purpose and mixed (qualitative-quantitative) research method. In the qualitative phase, the content analysis of the document of the fundamental transformation of education and upbringing was carried out, and the themes and components of the continuous professional and ethical development of school administrators were extracted based on this document. In the quantitative phase. The final codes evalueted by 240 managers and heads of educational groups in Isfahan city. In the qualitative phase of the research and after the content analysis, 71 components and 9 themes related to the professional and ethical development of managers were extracted from the document on the fundamental transformation of education: leadership skills, common insight, commitment and responsibility, self-efficacy, participation and development of capabilities, human relations and appreciation, information and communication technology skills, information and communication technology, ethical metacognitive skills and future research. The results of the ranking of the components indicate that the doing righteous (4.67) and, tendency to participation (4.65), were the main components from the perspective of the participants. Based on the results, it is suggested that education officials design and compile programs for the purpose of attracting and appointing managers and their continuous professional and ethical development based on the components deduced from the research. The implementation of these solutions can lead to the improvement of the professional and moral health of school principals, as the pioneers of promoting the Islamic lifestyle https://iej.ihu.ac.ir/article_210868.html This research was conducted with the aim of identifying the mission of cultural trustees of universities and higher education centers in educating students on the level of the Islamic Revolution. In terms of purpose, it was an applied, qualitative approach and its strategy was a synthesis study of the type of literature review. The research population included all articles published between 1385–1403 and the statements of Imam Khomeini and the Supreme Leader. The sampling method was used up to the point of data saturation. Data analysis was performed using the inductive qualitative content analysis method based on open coding, axial coding, Consequently, a total of 53 articles, Sahifeh Imam, and statements of the Supreme Leader related to the role of cultural custodians in universities in educating students aligned with the ideals of the Islamic Revolution were selected based on entry criteria. Overall, the research results indicated that the mission of cultural custodians in universities and higher education centers comprises 206 initial concepts, 19 axial categories (Complementary Educational Programs, Existence-Giving Education, Educational Value of Paying Attention to the Student, Educational Growth, Islamic Education, Future-Building Education, Student Behavioral Ethics, Observance of Student Research Ethics, Student Discourse Ethics, University Socialization, University Participation, University Social Spirit, Religious Belief, Religious Identity, Religious-Revolutionary Patience, Religious Rituals, Political Activism, Increasing Loyalty to the System, and Resolving Political Thought Contradiction), and 5 comprehensive categories (Educational, Ethical, Social, Religious, and Political). Based on the findings, cultural custodians in universities and higher education centers must provide a ground for the development of student discourse and student participation in order to expand political, cultural, social, religious, and scientific activism for students.