تعلیم و تزکیہ کے نظام میں سیرت النبی ﷺ کا اطلاق

The focus in education has shifted from academic performance to holistic development of learners, recognizing intellectual, emotional, social, and physical growth as essential dimensions of success. The study was conducted to determine the family advocacy on holistic development among Grade 10 students in select Districts of Misamis Oriental Division during the School Year 2024–2025. Specifically, it aimed to describe the respondents’ profiles, assess the level of family advocacy, examine the holistic development level, and the moderating effects between the variables. A descriptive correlational method was employed to determine relationships. The data were gathered from 200 Grade 10 students using a researcher-made questionnaire. The study used descriptive statistics, including frequency, percentage, mean, median, and standard deviation to describe the variables, while Pearson Correlation to evaluate the significant relationship between each variable. The study revealed that most respondents in Public Junior High Schools were female from lower-income households, whose fathers worked as farmers and mothers were self-employed, and the majority achieved honors. Family advocacy primarily promotes social interaction, while home-based learning is less emphasized due to resource constraints. Intellectual growth was the primary focus of holistic development, while physical development received the least attention. Further, family communication played a significant role in influencing all areas of development, with a significant relationship observed between monthly income and family advocacy. In conclusion, family advocacy plays a crucial role in shaping students' holistic development. It recommends that schools should enhance home-based learning, physical development, and gender-inclusive programs, while also supporting lower-income students and fostering collaboration between teachers and parents.

Develop a child’s physical, cognitive, emotional and social skills through a process known as holistic development. Implementation holistic development programs in classroom instruction presents a number of difficulties and opportunities, such as: Education is now a complete method that promote people’s whole growth rather than just being a way to teach academic knowledge. In school education, holistic development places a strong emphasis on fostering a student’s personality cognitive, emotions, social, physical, and ethical aspects. In addition to academic competencies, the approach seeks to give students the moral principles, emotional intelligence, and life skills necessary to prosper in a changing and interconnected world. The use of holistic development in school education is fraught with difficulties, despite its potential to produce well-rounded people. These include inflexible curricular that make academic achievement the top priority over other areas of development. Furthermore, school’s frequently have a hard time juggling extracurricular activities with academic responsibilities in the little time allotted for instruction.Develop a child’s physical, cognitive, emotional and social skills through a process known as holistic development. Implementation holistic development programs in classroom instruction presents a number of difficulties and opportunities, such as: Education is now a complete method that promote people’s whole growth rather than just being a way to teach academic knowledge. In school education, holistic development places a strong emphasis on fostering a student’s personality cognitive, emotions, social, physical, and ethical aspects. In addition to academic competencies, the approach seeks to give students the moral principles, emotional intelligence, and life skills necessary to prosper in a changing and interconnected world. The use of holistic development in school education is fraught with difficulties, despite its potential to produce well-rounded people. These include inflexible curricular that make academic achievement the top priority over other areas of development. Furthermore, school’s frequently have a hard time juggling extracurricular activities with academic responsibilities in the little time allotted for instruction. But in order to prepare students for the difficulties of the twenty-first century, it is imperative that these issues be acknowledged. Technology integration, stakeholder collaboration, creative teaching strategies, and legislative changes can open the door to an educational system that genuinely promotes holistic development. This essay addresses the obstacles to educations holistic development and offers workable ways to foster students, intellectual, spiritual, social, emotional, and physical growth.

Particularly in elementary school, folklore is a key cultural and teaching instrument that helps children's moral and character development. This study sought (i) to investigate how folk elements support the moral development of primary school children in Bangladesh, (ii) to investigate the variations in the use of folk elements between rural and urban primary schools and their impact on students' ethical values and behavior and (iii) to suggest efficient strategies for including folk elements into the main education curriculum and classroom to improve students's moral and cultural development.Using qualitative approaches, the study included unstructured conversations with guardians, instructors, and students across seven main schools situated in both rural and urban parts of Rajshahi and Rangpur divisions, as well as classroom observations. The findings revealed that rural schools actively include folklore components—including traditional crafts, proverbs, and storytelling—into their curricula, therefore cultivating moral values, emotional ties with families, and student creativity. On the other hand, urban schools showed in the elementary level their use of folk elements with limited use of folklore in the upper level (classes 3,4, and 5), mostly focusing on academic achievements and technological integration,resultingin a lack of moral development among learners compared to rural pupils. Structural changes, enhanced library resources, folklore-based projects, and guardian awareness campaigns to protect the cultural legacy and inculcate moral values among students constitute recommendations. This study exposes the latent potential of folklore education to produce a balanced and culturally sensitive generation for the next generation.

In Psychology, the moral is usually considered as a set of mores, habits, values and rules of a specific society or culture. Several approaches give some attention to the Moral Development field, however only a few studies adopt the Behavior Analysis perspective. This study aimed to do a review of the behavioral analytic production about Moral Development, addressing the most frequently studied questions, in the theoretical field and both experimental and applied, comparing this production with what is being produced in other psychological approaches. Hence, a literature review was conducted on the main journals of the field, as well as on the books Sobre Comportamento e Cognio and Comportamento em Foco. The analysis of the selected data shows that although the "moral development" terminology is slightly used by behavior analysts, the research conducted on the field embraces the consideration of sequence and progression on the development of morality, education and parental practices. In this framework, the moral behavior has been treated in the perspective of rule governance, addressing the correspondence between saying and doing and prosocial behaviors. Some similarities and differences are analyzed between these studies and the ones developed by other psychological approaches. In general, it is noted that the Moral Development theme is commonly confused with Infant Psychology, possibly because emphasis is given to the pattern acquisition of moral behavior, which occurs mostly in our society during the early years of life. It is suggested that the analysis conducted in this study should be expanded to other databases, especially books and chapters of books specialized in Behavior Analysis and/or Moral Development.

This study examines the integration of religious values into Indonesian language learning and its pedagogical impacts on students’ linguistic and moral development. Employing a qualitative research methodology, data were collected through semi-structured interviews with language teachers, classroom observations, and document analysis. The findings reveal that various pedagogical approaches, including storytelling, thematic lessons, collaborative activities, and contextual learning, effectively embed religious values within the language curriculum. These strategies not only enhance students' engagement and motivation but also promote critical thinking, ethical reasoning, and social skills. The study highlights that integrating religious values into language lessons fosters a positive learning atmosphere, reduces anxiety, and encourages active participation, thereby improving language proficiency. Furthermore, the integration contributes significantly to students' moral and ethical development, helping them internalize values such as honesty, empathy, and social responsibility. Despite the benefits, challenges such as potential bias and the need for teacher training were identified. The study recommends developing comprehensive guidelines and frameworks in collaboration with educational experts, religious scholars, and community leaders to ensure inclusivity and effectiveness. By addressing these challenges and fostering an inclusive environment, the integration of religious values can enhance Indonesian language learning, contributing to the formation of well-rounded individuals proficient in language and grounded in ethical principles. This research provides valuable insights for educators, policymakers, and scholars, advocating for the incorporation of religious values in language education to promote holistic student development.

This study explores the role of teachers from diverse religious backgrounds in promoting religious moderation and tolerance in Indonesia, a nation characterized by its multicultural and multi-religious composition. Drawing on qualitative research methods, the study examines how teachers' personal beliefs, professional practices, and educational frameworks contribute to fostering interreligious harmony and peaceful coexistence. The research highlights the importance of religious moderation, particularly in the context of Indonesia's educational system, which emphasizes tolerance as part of national policy. By analyzing the perspectives and strategies employed by Islamic, Christian, Catholic, Hindu, Buddhist, and Confucian educators, the paper identifies key practices and challenges in cultivating inclusivity within classrooms and communities. The findings underscore the critical role of teachers as moral role models and agents of societal change, offering valuable insights for policymakers and practitioners aiming to advance harmony in Indonesia's pluralistic society. This research has significant implications for educational policy and curriculum development, suggesting that integrating structured interfaith dialogue, values-based education, and teacher training programs can further strengthen religious moderation efforts. Additionally, it provides a framework for other multicultural societies seeking to implement effective strategies for fostering tolerance and reducing sectarian divides through education. Keywords: religious moderation, tolerance, education, multicultural society

The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators

In recent years, Ghanaian students have exhibited a concerning trend of drifting away from the values integral to sustaining and preserving Ghanaian norms, culture and societal well-being. This shift has led to a proliferation of immoral behaviour among students, prompting widespread concern among Ghanaians. This decline is often attributed to the perceived prioritization of Science, Technology, Engineering, and Mathematics (STEM) education in the current curriculum. There is an urgent need to tackle this issue to ensure students’ moral development is not overlooked in favour of STEM education. In light of this challenge, the approach proposed in this article was the “Soulful Science” approach. The study explored the feasibility and impact of soulful science in Ghanaian STEM education. The researchers employed a descriptive survey design for this study. Interviews were used to collect data from 50 participants (Senior High School (SHS) teachers, students, and parents in Sefwi Wiawso Municipality). It was established that the proposed soulful science approach is achievable with its accompanying methods like inclusive curriculum pedagogies, interdisciplinary projects, case studies, and the incorporation of religious perspectives into STEM lessons. However, challenges such as potential conflict between religious beliefs and scientific principles were identified. It was recommended that adequate efforts should be made to develop a curriculum that successfully integrates religious and moral education with STEM subjects while respecting the diversity of beliefs. In conclusion, the soulful science approach creates an inclusive, culturally relevant learning environment that enhances students’ religious and moral development, employability and fosters sustainable economic growth. This study’s contribution is significant for the fields of moral and STEM education, and curriculum development, as it advocates for a more holistic approach to education that prioritizes moral development alongside technological proficiency. Keywords: STEM education, religious values, spirituality, holistic development, cultural sensitivity, Ghanaian students, curriculum integration

Civic education is incorporated into every level of basic education as part of the curriculum and continuous teaching to fulfill national education goals. It aims to shape citizens who can actively contribute to sustainable development in a competitive country. The goal of civic education is to produce good citizens, capable of engaging in nation-building. One key aspect of this is character building, which is inseparable from the moral development needed in a civil society. As agents of change, the younger generation must be equipped with critical thinking skills to address both domestic and global issues that impact Indonesia. This study seeks to explore the role of civic education in helping future generations develop these skills and become responsible citizens capable of addressing concerns within and outside the country. The method used in this research is a literature review, which gathers data from books, documents, articles, and other publications related to evaluation issues in civic education. This approach is recommended for Indonesian students' education as it provides a deeper understanding of civic education's role in developing critical thinking. The findings of this study highlight that civic education not only shapes students into active and responsible citizens but also equips them with the tools to engage with national and global issues. It underscores the importance of integrating character and moral development into civic education to help create individuals who are prepared to lead and drive positive societal change.

This article examines the hadith of the Prophet Muhammad (peace be upon him) that emphasizes three essential virtues: speaking good or remaining silent, treating neighbors well, and honoring guests. These principles represent fundamental ethical values in Islam and are considered practical manifestations of a believer’s faith. The study analyzes classical scholarly interpretations, including the commentaries of Ibn Hajar, Imam Nawawi, and other leading scholars, highlighting how speech etiquette, social responsibility, and hospitality contribute to social harmony and moral development within Muslim communities. The article also explores Qur’anic verses and additional hadiths that reinforce the importance of ethical conduct, emotional restraint, and respect for others as core elements of Islamic teachings.

In contemporary higher education, moral education is very important to the cultivation of students' social responsibility and ethical consciousness, but its form and effect are still different. This study explores how to empower college students' moral education through artificial intelligence technology, especially convolutional neural networks (CNN), to enhance its personalization and practicability. Through questionnaire survey (832 valid questionnaires were recovered, covering 142 universities) and deep learning algorithm analysis, the research found that although the current moral education courses in colleges and universities have a positive impact on the moral cognitive development of more than 40% of students, there are still problems such as disconnection between theory and practice and insufficient content operation. By analyzing student behavioral data and psychological states, CNN technology can provide real-time feedback and optimize educational programs, significantly enhancing personalized support for ethical decision making. The research further verifies the potential of deep learning in the collaborative development of campus culture construction and moral education, and proposes the deep integration of technical tools and curriculum design to promote the all-round growth of students. In the future, it is necessary to strengthen the systematic training of teachers and the application of technology, and promote the innovation of moral education in the direction of precision and dynamic.

In the era of rapid development of technology and science, including the development of social ethics as well as media and technology that is so fast, especially in the digital era. In the digital era, the distance between one region and another is relatively closer, which makes it very easy for users to interact with anyone. Therefore, it is very important for students to be ethical in this day and age. Ethics is a norm or boundaries in life, in which there are rules that will require students to behave, interact and communicate well. This study used qualitative research methods. From the research results obtained information that students' awareness of ethics is very important. Especially in the norm of courtesy, it is very necessary in the era of the digital era. Awareness of ethical students can be explored through a good understanding of grammar, early education about manners, learning to understand and limiting curiosity about the privacy of others

This study explores the collaboration between Islamic Religious Education (PAI) and Counseling Guidance (BK) teachers at SMK Al-Ikhsan Sukanegara in fostering students’ moral development. Employing a qualitative case study method, data were collected through interviews, observations, and documentation. The study reveals that PAI teachers focus on instilling moral and religious values through teaching and exemplary conduct, while BK teachers assist students through counseling services, character development programs, and preventive interventions. The synergy between the two disciplines plays a crucial role in addressing students' behavioral issues and promoting ethical awareness. Despite several obstacles, such as limited human resources, overlapping duties, and time constraints, the collaboration shows promising results due to regular communication, mutual support, and shared goals. The findings indicate that this partnership not only improves students' behavior and discipline but also enhances their spiritual and emotional intelligence. The study recommends strengthening institutional support and professional development to sustain and improve interdisciplinary collaboration in moral education. This model of cooperation between PAI and BK teachers can serve as a reference for other educational institutions aiming to integrate moral and counseling approaches in fostering students’ holistic character development.

BackgroundIn healthcare practice, ethical challenges are inevitable and their optimal handling may potentialy improve patient care. Ethical development in medical education is critical for the transition from a medical and health sciences student to an ethical healthcare practitioner. Understanding the health professions students’ approaches towards practice-driven ethical dilemmas could harness i the effective ethical development in their medical education. This study attempts to identify the health professions students’ approaches towards practice-driven ethical dilemmas.MethodsAn inductive qualitative evaluation was conducted on six recorded videos of health professions students’ case-based online group discussions, followed by a one-hour online ethics workshop. The online ethics workshop was organized with students from the College of Medicine, College of Dental Medicine and College of Pharmacy at the University of Sharjah, and the College of Medicine at the United Arab Emirates University. . The recorded videos were transcribed verbatim and imported to the qualitative data analysis software of MAXQDA 2022. Data were analyzed applying four stages of review, reflect, reduce and retrieve and two different coders triangulated the findings.ResultsSix themes emerged from the qualitative analysis of the health professions students’ approaches to the practice-based ethical dilemmas; (1) emotions, (2) personal experiences, (3) law and legal system, (4) professional background, (5) knowledge of medical research and (6) inter-professional education. In addition, during the case-based group discussions in the ethics workshop, students efficiently applied the relevant ethical principles of autonomy, beneficence, non-maleficence and justice in their reasoning process to reach an ethical decision.ConclusionThe findings of this study explained how health professions students resolve ethical dilemmas in their ethical reasoning process. This work sheds light on ethical development in medical education by gaining students’ perspectives in dealing with complex clinical scenarios. The findings from this qualitative evaluation will aid academic medical institutions in developing medical and research-based ethics curriculum to transform students to ethical leaders.

<p>Recent events show that there are heightened fear, hostilities, prejudices and discriminations associated with religion in virtually every part of the world. It becomes almost impossible to watch news daily without scenes of religious intolerance and violence with dire consequences for societal peace. This paper examines the trends, causes and implications of Islamophobia and religious intolerance for global peace and harmonious co-existence. It relies on content analysis of secondary sources of data. It notes that fear and hatred associated with Islām and persecution of Muslims is the fallout of religious intolerance as reflected in most melee and verbal attacks, anti-Muslim hatred, racism, xenophobia, anti-Sharī'ah policies, high-profile terrorist attacks, and growing trends of far-right or right-wing extremists. It reveals that Islamophobia and religious intolerance have led to proliferation of attacks on Muslims, incessant loss of lives, wanton destruction of property, violation of Muslims’ fundamental rights and freedom, rising fear of insecurity, and distrust between Muslims and non-Muslims. The paper concludes that escalating Islamophobic attacks and religious intolerance globally had constituted a serious threat to world peace and harmonious co-existence. Relevant resolutions in curbing rising trends of Islamophobia and religious intolerance<strong> </strong>are suggested.</p><p> </p>