Identification and Evaluation of Components of Spiritual Education Based on the Fundamental Transformation Document of Education

Abstract

Purpose: This study aimed to identify and evaluate the components of spiritual education based on the Fundamental Reform Document of Education.   Methodology: This research was applied in terms of purpose and exploratory mixed (qualitative-quantitative) in terms of data. In the qualitative section, the statistical population included all relevant resources (books, articles, and theses) as well as experts in education and school administrators, with 20 individuals selected through purposive non-random sampling. In the quantitative section, the statistical population included 357 teachers from a total of 5100 secondary school teachers in Kurdistan, selected using stratified random sampling. Data were collected through interviews and researcher-made and standardized questionnaires, and data analysis was performed using descriptive and inferential statistical methods.   Findings: The results revealed that the identified components of spiritual education included cognitive, emotional, and behavioral education, while the factors affecting spiritual education included the values and ethical norms of society, policy-making and planning in the educational system, teachers, and the curriculum. Statistical analyses showed that these components and factors were of appropriate validity.   Conclusion: Based on the results, spiritual education based on the Fundamental Reform Document of Education is significantly influenced by various components, including cognitive, emotional, and behavioral education, as well as factors such as the values and ethical norms of society, policy-making, and the roles of teachers and the curriculum. All these factors can contribute to improving the process of spiritual education in the educational system.