نوع مقاله : مقاله پژوهشی
نویسنده
* گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
The present study adopts a mixed-methods approach to systematically compare and analyze Iranian and interna-tional research on moral education curricula in schools. For this purpose, fifty scholarly articles—comprising 25 Persian-language studies published between 2015 and 2023 (1394–1402) and 25 English-language studies pub-lished between 2015 and 2024—were selected and analyzed based on criteria of academic rigor, direct relevance to moral education curricula, and full-text availability. The findings indicate that Iranian studies predominantly adopt religious, national, and traditional perspectives, emphasizing spiritual development, virtue-based ethics, and the transmission of Islamic values. In contrast, international research mainly focuses on the development of moral competencies, learner autonomy, critical thinking, dialogical approaches, and global citizenship. At the conceptual level, Iranian studies reveal challenges such as limited teacher competencies, centralized policymaking, and weak-nesses in assessment tools, whereas leading international contexts emphasize interactive learning environments, process-oriented assessment, and the integration of educational technologies. The study concludes that improving moral education curricula in Iran requires a theoretical reconstruction that integrates indigenous values with global innovations, enhances teachers’ professional competencies, and designs assessment systems aligned with students’ lived experiences and observable moral behaviors.
کلیدواژهها [English]
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