Document Type : Original Article
Author
farhangian unevercity
Abstract
This study investigates the impact of Arabic language education on the educational and moral approaches of lower secondary school students in Iran, focusing on the challenges and opportunities for enhancing religious and cultural identity. The research aimed to evaluate the effect of Arabic language learning on students’ learning and identity, identify educational challenges, and explore opportunities for improvement. Employing a mixed-methods approach (quantitative and qualitative), the study was conducted in schools in Tabriz, Ahar, and Varzaqan. The sample comprised 300 students (170 girls, 130 boys), aged 13–15 years, selected through purposive sampling based on criteria such as prior Arabic learning experience, economic diversity, and geographical distribution (70% urban, 30% rural). Data were collected via semi-structured interviews with 40 teachers and Likert-scale questionnaires from students, analyzed using SPSS and NVivo software. The instruments were validated, and ethical considerations were observed.
Findings indicate that Arabic language education enhances religious understanding (mean score: 3.45, higher among girls: 3.55). However, challenges such as an overemphasis on grammar (70% of textbook content), lack of relevance to daily life (mean score: 2.29), and traditional teaching methods (endorsed by 82% of teachers) limit effectiveness. Teachers recommended integrating technology (54%) and emphasizing conversational skills and religious concepts (60%). The results underscore the need for interactive curricula and teacher training. Future research should explore technology’s impact and long-term effects on moral values. The sample’s limitation to three cities may constrain generalizability.
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