Cultural Education Ecosystem Model Based on the Characteristics of Islamic Culture

Document Type : Research Paper

Authors

1 Department of Educational Sciences, Boj.C., Islamic Azad University, Bojnord, Iran.

2 Department of Educational sciences, BG.C, Islamic Azad University, Bandar Gaz,Iran.

10.22111/jmr.2026.54632.6501

Abstract

Abstract
The purpose of the present study was to identify the ecosystem of cultural upbringing based on the indicators of Islamic culture in Sama schools located in North Khorasan Province. The research method was qualitative, utilizing the Grounded Theory approach. The statistical population included provincial experts in the fields of culture, Islamic teachings, and education; managers and experts of Sama schools and the Islamic Azad University of the province; and university specialists in related disciplines. Through purposive sampling, data saturation was achieved with 21 participants. Semi-structured interviews were employed to gather qualitative data. To ensure the validity of the qualitative section, the triangulation method and the criteria of Lincoln and Guba (1985) were applied, while the Holsti reliability coefficient was used to assess reliability. Data analysis in the qualitative section was conducted using the Strauss and Corbin method with the aid of MAXQDA software. The results of the findings indicated that a total of six fundamental dimensions were identified: causal conditions, central phenomenon, contextual conditions, intervening conditions, strategies, and consequences.
Introduction
From an Islamic perspective, upbringing   is defined as the actualization of human powers and potentials, creating balance and harmony to achieve desired perfection, namely closeness to God. It is a gradual process that begins before birth and continues through parental guidance and schooling. In the Islamic Republic of Iran, schools have a mission beyond formal education: to raise individuals aligned with the Islamic Revolution, flourishing in belief, ethics, society, and science. Achieving the goals of the Fundamental Reform Document of Education and realizing the New Islamic Civilization requires an educational model based on Islamic theoretical foundations and Iranian cultural values. However, there is a gap between these high-level theories and practical educational frameworks. This study aims to design a native model for the "cultural upbringing ecosystem" in Sama schools in North Khorasan Province, addressing the need for an educational system that preserves Islamic-Iranian identity while responding to local cultural needs.
Case study
Sama schools located in North Khorasan Province were considered as the case study. The statistical population included provincial experts in the fields of culture, Islamic teachings, and education; managers and experts of Sama schools and the Islamic Azad University of the province; and university specialists in related disciplines. Through purposive sampling, data saturation was achieved with 21 participants.
Materials and Methods
This applied research employs a qualitative, exploratory mixed-methods approach, specifically utilizing the Grounded Theory method (Strauss and Corbin paradigm). The statistical population included experts in culture, Islamic teachings, and education, as well as managers and specialists from Sama schools and Islamic Azad University of North Khorasan. Through purposive sampling, theoretical saturation was achieved with 21 participants. Data were collected via semi-structured interviews. Validity was ensured using triangulation and Lincoln and Guba’s (1985) criteria, while reliability was confirmed using the Holsti coefficient (0.79) and Cohen's Kappa (0.927). Data analysis was performed using MAXQDA software.
Discussion and Results
The core phenomenon identified is the "Cultural Upbringing Ecosystem," comprising four main elements: Human elements and actors (managers, teachers, students, families), Structural elements (physical and psychological space), Process elements (curricula and rituals), and Value foundations (Islamic knowledge and skills). This phenomenon is influenced by Causal Conditions (Islamic intellectual foundations, upstream documents, and student needs) within Contextual Conditions (local cultural texture, organizational structure, and resources). Intervening Conditions such as virtual media, educational pressures, and teacher competencies facilitate or hinder the process. To manage this ecosystem, six Strategies were identified: cultural leadership, teacher empowerment, curriculum integration, targeted cultural activities, family participation, and media management. The effective implementation of these strategies leads to Consequences at four levels: student (identity formation), school (cultural climate), family (alignment of values), and society (strengthening social capital).
Conclusion
The proposed model demonstrates that the cultural upbringing ecosystem in Sama schools is the result of complex interactions between causal factors, contextual backgrounds, intervening conditions, and management strategies. Effective management requires simultaneous attention to all these dimensions. The study suggests that to realize this model, Sama schools must prioritize the recruitment of culturally competent staff, design evaluation tools that measure behavioral and ethical growth, and conduct workshops to align home and school environments. This model provides a scientific basis for decision-making and policy-making to enhance the quality of cultural education in Sama schools.

Keywords

References

منابع فارسی
اسماعیلی، محبوبه؛  کاوسی، اسماعیلی. (1399). ارائه مدل تربیت فرهنگی بر اساس آموزه‌های دینی نهج البلاغه. مطالعات رفتاری در مدیریت،11(23): 33-51.
باغدارنیا، مجتبی. (1394). فاصله نظر تا عمل در تحقق سند تحول بنیادین. همایش انجمن مطالعات برنامه درسی ایران، تهران.
باقری، الهه؛ باقری،  فرزانه. (1396) بررسی تحلیل گفتمان سند تحول بنیادین آموزش و  پرورش، مطالعات روانشناسی و علوم تربیتی (مرکز توسعه آموزشهای نوین ایران)د.وره3،شماره4:135-146.
حاجی ده آبادی، محمد علی. (۱۳۹۸). درآمدی بر نظام تربیتی اسلام. قم: مؤسسه آموزش و پژوهش.
حسین زاده، ابوالحسن؛ حسنی مقدم ، صادق؛ نوروزی، رسول. (1403). آسیب‌شناسی نظام تربیتی نسل تمدن‌ساز در بیانیه‌ی گام دوم انقلاب. مطالعات سیاسی تمدن نوین اسلامی، 4(7): 15-232.
خاکسارحقانی، فرهاد. (۱۴۰۴/8/27). بازدید رئیس دانشگاه آزاد استان چهارمحال و بختیاری و معاون امور مدارس سما از خبرگزاری آنا،  بازیابی شده از https://shahrekord.iau.ir/fa/news
خدابخشی، شکوفه؛ صفری، یحیی؛ ناطقی، فایزه. (1402). طراحی و اعتبار یابی مدل مطلوب تربیت فرهنگی دانشجو معلمان دانشگاه فرهنگیان. مطالعات آموزشی و آموزشگاهی،12(4): 539-564.
خیرآبادی، شهربانو. (1403). بررسی تعامل بین فرهنگ و تربیت در فرآیند یادگیری،یازدهمین همایش ملی -تازه های روانشناسی مثبت،بندرعباس
داودی، محمد؛ کارآمد، حسین. (۱۴۰۲). فلسفه تعلیم و تربیت اسلامی. تهران: پژوهشگاه حوزه و دانشگاه.
زمانی، رحمانی؛ ‌محمدنور، عابدینی، ‌مهنوش. (1400). طراحی الگوی برنامه درسی مبتنی بر تربیت فرهنگی-اسلامی در دوره متوسطه نظام آموزشی کشور. سبک زندگی اسلامی با محوریت سلامت،17(5): 161-176.
سلیمانی، غلامعلی. (1404) . فرهنگ به مثابه اولویت نخست حکمرانی اسلامی  منبع: پژوهش های نوین در حکمرانی اسلامی دوره اول، شماره ۱  : 109-140
فلاحی، کیومرث. (1393).  رفتارشناسی ایرانیان، درآمدی بر شناخت روحیات، فرهنگ و رفتار مردم ایران، تهران: مهکام
قیدرلو کمیل؛ جانقربان مریم. (۱۴۰۱). زیست‌بوم فرهنگی؛ چارچوبی برای فرهنگ و الگوی حکمرانی فرهنگ‌پایه در جمهوری اسلامی ایران. دوفصلنامه علمی پژوهشی دین و سیاست فرهنگی، : ۴۵-۶۸.
کاوسی، اسماعیل، و اسماعیلی، محبوبه. (1401). آینده پژوهی تربیت فرهنگی نوجوانان براساس آموزه های دینی نهج البلاغه. آینده پژوهی مدیریت (پژوهش های مدیریت)، 32(128 )، 15-27.
کوه‌پیما‌رونیزی،سمیه؛ مدنی،احمد؛ رحیمی،مریم. (1397). شناسایی و ارزیابی موانع تحقق اهداف عملیاتی سند تحول بنیادین آموزش و پرورش از دیدگاه مدیران و معلمان مدارس استان فارس. نوآوری های مدیریت آموزشی، 53(4):27-44.
مطهری،مرتضی. (1396). انسان کامل،چاپ 67: تهران: انتشارات صدرا
موحدی راد، سلیمان؛ سرمدی، محمدرضا و فرج الهی، مهران . (1401). مقدمه ای برای تدوین الگوی تربیت فضیلت مندانه بر مبنای سند تحول بنیادین. اخلاق وحیانی، 12(2): 127- 154.
نجفی،رضا؛ وفایی،رضا؛ جعفری‌هرندی،رضا. (1394). بازیابی اصول تربیت فرهنگی از آموزه های اسلامی. معرفت، 209(24): 13-28.
نرمانی، حسن؛ زارعی، غفار؛ روان‌بد، امین. (۱۴۰۰). پیشران‌های تربیتی و فرهنگی جهت شکل‌گیری تمدن نوین اسلامی.اینده پژوهشی ایران،دوره6،شماره1: 57-76.
نوروزی‌نژاد، محمد؛ طباطبایی، مینو. (1398). رویکرد تعلیم و تربیت اسلامی در ساحت‎های شش گانه سند تحول بنیادین نظام آموزش و پرورش،13(5): 35-64.
 
 
 
 
References
Baghdarnia, M. (2015). The gap between theory and practice in the realization of the fundamental reform document. Conference of the Iranian Association for Curriculum Studies, Tehran. (In Persian)
Bagheri, E., & Bagheri, F. (2017). Investigating the discourse analysis of the fundamental reform document of education. Psychological and Educational Studies (Iranian Center for Education Development), 3(4), 135-146. (In Persian)
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Buchori, S., & Setiawan, B. (2020). Cultural Pedagogy in Islamic Schools: A Study on Internalization of Local Wisdom. Journal of Education and Culture, 26(1), 78-95.
Chanifah, N., Hanafi, Y., Mahfud, C (2021). Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities. Higher Education…. Retrieved from tandfonline.com
Davoudi, M., Karamad, H. (2023). Philosophy of Islamic education. Tehran: Institute of Humanities and Cultural Studies. (In Persian)
Esmaili, M., & Kavousi, E. (2020). Presenting a cultural education model based on the religious teachings of Nahj al-Balagha. Behavioral Studies in Management, 11(23), 33-51. (In Persian)
Fadli, S., Nasir, A. (2022). Integrating Islamic Spiritual and Civic Education in Secondary Schools: A Model Proposal. Indonesian Journal of Islamic Education, 5(1), 29–48.
Fallahi, K. (2014). Behaviorology of Iranians: An introduction to understanding the spirit, culture, and behavior of the people of Iran. Tehran: Mehkama. (In Persian)
Gheidarlo, K., & Janghorban, M. (2022). Cultural ecosystem; A framework for culture and culture-based governance model in the Islamic Republic of Iran. Research Journal of Religion and Cultural Politics, 45-68. (In Persian)
 
Haji Deh-Abadi, M. A. (2019). An introduction to the Islamic educational system. Qom: Institute of Education and Research.
Hosseinzadeh, A.; Hassani Moghaddam, S.; Norouzi, R. (2024). Pathology of the educational system of the civilization-building generation in the statement of the second step of the revolution. Political Studies of the New Islamic Civilization, 4(7), 15-232. (In Persian)
Hussain, A., & Sarwar, M. (2022). Islamic Education and the Learning Ecosystem: A Conceptual Framework for Integrating Values in Schools. Journal of Islamic Education, 4(2), 145-162.
Kavousi, E., & Esmaili, M. (2022). Futures studies of adolescent cultural education based on the religious teachings of Nahj al-Balagha. Management Futures Studies (Management Research), 32(128), 15-27. (In Persian)
Khaksarhaghani, F. (2025, October 18). Visit of the president of Islamic Azad University of Chaharmahal and Bakhtiari Province and the deputy of Sama schools to ANA News Agency. https://shahrekord.iau.ir/fa/news (In Persian)
Kheirabadi, Sho. (2024). Investigating the interaction between culture and education in the learning process. 11th National Conference on New Developments in Positive Psychology, Bandar Abbas. (In Persian)
Khodabakhshi, Sh; Safari, Y.; & Nateghi, F. (2023). A comprehensive model of cultural education for student teachers of Farhangian University. Culture in Islamic University, 12(3), 513-536. (In Persian)
Koohpimaronizi, S.; Modani, A.; & Rahimi, M. (2018). Identification and evaluation of barriers to the realization of operational goals of the fundamental reform document of education from the perspective of managers and teachers of schools in Fars province. Innovations in Educational Management, 53(4), 27-44. (In Persian)
Maleki Choubi, H. (2024). Sama school and the education of the responsible citizen. Journal of Islamic Education, 5(2), 36-50.
Malinowski, B. (2005). A scientific theory of culture (M. Farahmand, Trans.). Tehran: Cultural Research Office.
Memon, N., & Khan, A. (2021). The School as an Ecological System: Fostering Islamic Identity in Contemporary Contexts. International Journal of Educational Development, 55, 102-115.
Motahhari, M. (2017). The complete man (67th ed.). Tehran: Sadra Publications. (In Persian)
Movahed Rad, S.; Sarmedi, M.; & Farajollahi, M. (2022). An introduction to the formulation of the virtue education model based on the fundamental reform document. Divine Ethics, 12(2), 127-154. (In Persian)
Najafi, R.; Vafaei, R.; & Jafari Herandi, R. (2015). Retrieving the principles of cultural education from Islamic teachings. Ma'rifat, 209(24), 13-28. (In Persian)
Normani, H.; Zarei, Gh.; & Ravanbod, A. (2021). Educational and cultural drivers for the formation of the new Islamic civilization. Iranian Futures Studies, 6(1), 57-76. (In Persian)
 Norouzinejad, M., & Tabatabaei, M. (2019). Islamic education approach in the six domains of the fundamental reform document of the education system. Iranian Journal of Curriculum Studies, 13(5), 35-64. (In Persian)
Soleimani, Gh. (2025). Culture as the first priority of Islamic governance. New Research in Islamic Governance, 1(1), 109-140. (In Persian)
Zamani, R.; Rahmani, M.; & Abedini, M. (2021). Designing a curriculum model based on Islamic-cultural education in the secondary education system of the country. Islamic Lifestyle with a Focus on Health, 17(5), 161-176. (In Persian)
 
Public Management Researches
Volume 19, Issue 73 - Serial Number 73
September 2026
Pages 183-212

Files

Share

How to cite

Statistics