Proposing a Qualitative Model of Islamic Education in Secondary Schools of Tehran Using the Grounded Theory Method
Abstract
One of the most effective ways of promoting Islamic education in a society is by initiating this form of education within schools. The aim of the present study is to propose a qualitative model for Islamic education in secondary schools in the city of Tehran. This research employed a qualitative methodology and, in terms of purpose, is categorized as applied/fundamental research. The research tools included semi-structured interviews, document analysis, and examination of web pages as visual media to ensure methodological triangulation. The target population comprised academic and practical experts in the field of Islamic education in schools. For data analysis, the grounded theory method was employed. The sample size was not predetermined, and sampling continued until theoretical saturation was achieved. The findings indicated that the components of Islamic education include cognitive education, emotional education, and behavioral education. Based on these identified components, the final model of the study was presented. According to the findings, it can be concluded that Islamic education in schools is a multidimensional phenomenon. Therefore, educational authorities and policymakers must adopt an approach that considers all influential components to move toward an optimal model of Islamic education.
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