Abstract
The present qualitative study aimed to design a model for Islamic cultural education in the elementary school curriculum of Tehran. Utilizing thematic analysis, the research was grounded in key Islamic sources, including the Holy Qur’an, Nahj al-Balagha, and other foundational texts. Through purposive, criterion-based sampling, 200 initial themes were identified, reaching theoretical saturation. The coding and categorization of these themes were followed by the application of the Content Validity Ratio (CVR) to ensure content validity, alongside the calculation of reliability coefficients to confirm the trustworthiness of the findings.
Initially, six global themes and 35 organizing themes were extracted. Subsequent expert interviews and further refinement led to the development of eight global themes—doctrinal, ethical, scientific, aesthetic, social, biological, political, and economic—along with 38 organizing themes and 252 basic themes.
The final framework presents a comprehensive model for integrating Islamic cultural education into the elementary curriculum. The findings emphasize the role of religious and cultural values in shaping a holistic educational experience that addresses students’ intellectual, moral, and social growth. This model provides valuable insights for curriculum developers and policymakers aiming to align educational content with Islamic cultural principles in primary education.