Design and Validation of a Spiritual Education Model Based on the Fundamental Transformation Document of Education
Keywords:
Spiritual Education, Fundamental Transformation Document, Emotional Education, Behavioral EducationAbstract
Purpose: The purpose of this study was to design and validate a comprehensive model of spiritual education derived from the Fundamental Reform Document of Education (FRDE) to identify its core dimensions, influencing factors, and structural validity within the Iranian educational context.
Methods and Materials: This applied qualitative study employed a content analysis approach. The research population included experts in education, school principals, and vice-principals. Using purposive non-random sampling and the principle of theoretical saturation, 20 experts were selected for semi-structured interviews. Data were gathered through both library (academic sources, theses, and databases from 2000 to 2022) and field methods. Thematic analysis was conducted using MAXQDA 2020 software, identifying basic, organizing, and overarching themes. The resulting model was further validated by 22 education specialists using a five-point Likert-scale questionnaire and evaluated through a one-sample t-test to determine its fit, comprehensibility, generalizability, and controllability.
Findings: The thematic analysis identified three main dimensions of spiritual education—cognitive, emotional, and behavioral training—along with four influencing factors: societal moral values and norms, educational policy and planning, teacher characteristics, and curriculum design. Results from the one-sample t-test showed that all model parameters were significant at the 0.01 level, confirming the model’s strong structural validity. The mean ratings for model fit (M=3.66), comprehensibility (M=3.89), generalizability (M=3.71), and control (M=3.85) were all significantly higher than the expected mean (3), indicating expert consensus on the reliability and applicability of the proposed model.
Conclusion: The validated model demonstrates that spiritual education, as defined by the FRDE, is a multidimensional construct integrating moral cognition, emotional development, and ethical behavior. Its successful implementation depends on teachers’ spiritual competence, value-based curricula, and supportive educational policies.
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Copyright (c) 2025 Khaled Alipour (Author); Fatemeh Ahmadbeigi; Fahimeh Ansarian , Mahshid Izadi (Author)
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