نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکترای مدیریت، گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.
2 گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.
3 گروه علوم تربیتی، واحد بندرگز، دانشگاه آزاد اسلامی، بندرگز، ایران.
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
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.
کلیدواژه‌ها [English]
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