Developing a Conceptual Model of Moral Education for Elementary School Students in Tehran: A Qualitative Approach
Keywords:
Moral Education, Elementary School Students, Grounded Theory, Delphi Technique, Moral Education ModelAbstract
Purpose: This study aimed to develop and validate a comprehensive model of moral education for elementary school students in Tehran and to identify its constituent dimensions, components, and indicators.
Methodology: This applied study employed a qualitative research approach. The study population consisted of educational sciences experts holding doctoral degrees and possessing relevant academic publications, research backgrounds, and practical experience. Fifteen experts were selected using theoretical and snowball sampling until theoretical saturation was achieved. Data were collected through documentary review and in-depth semi-structured interviews. Data analysis was conducted through open, axial, and selective coding. The Delphi technique was subsequently applied to refine, finalize, and prioritize the identified dimensions, components, and indicators. The final model was further evaluated by experts, and its validity was confirmed using the Content Validity Ratio (CVR).
Findings: Analysis of the interviews initially yielded 126 preliminary codes. Following consolidation, revision, and elimination of overlapping codes, 101 open codes were retained. Axial coding resulted in the identification of 17 components, and selective coding combined with the Delphi process produced a final model comprising 88 indicators, 17 components, and five major dimensions: cognitive, emotional, social, cultural, and environmental. The dimensions were prioritized in the same order. The identified components included moral awareness, critical/moral thinking, recognition and resolution of moral conflicts, empathy, emotional responsibility, emotional self-awareness, emotional communication, respect for individual differences, participation in public affairs, effective communication, respect for social rules and regulations, cultural awareness, respect for spiritual and religious heritage, global solidarity, environmental awareness, environmental responsibility, and support for global environmental actions.
Conclusion: The findings indicate that moral education in elementary school is a multidimensional process requiring the simultaneous development of moral cognition, emotional capacities, social competencies, cultural identity, and environmental responsibility. The proposed model therefore provides a systematic framework that may guide educational policymaking, curriculum planning, teacher practices, and the design of school-based moral education programs aimed at fostering morally aware, socially responsible, culturally sensitive, and environmentally committed students.
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