Identifying the Components Influencing Moral Education in Primary School Textbooks

Abstract

The objective of this study was to identify the key components influencing moral education in primary school textbooks through a qualitative approach. This research employed a qualitative design using thematic analysis. Data were collected through semi-structured interviews with 19 participants, including elementary school teachers, textbook authors, and educational experts in Tehran. Purposeful sampling was used, and interviews continued until theoretical saturation was achieved. NVivo software was used for data analysis, and themes were extracted through a multi-stage coding and review process. Thematic analysis revealed three major categories: "Representation of Moral Values in Content," "Educational Approaches to Teaching Morality," and "Contextual Factors Affecting Moral Education." Each category comprised several subthemes such as emphasis on individual virtues, use of narrative methods, teacher’s role, textbook structure, cultural diversity, and educational policy constraints. Participants indicated that moral values in textbooks were presented inconsistently, superficially, and lacked systematic integration. Findings suggest that moral education in Iranian primary school textbooks requires content revision, integrated approaches, cultural sensitivity, and teacher empowerment. Future curriculum planning should incorporate moral concepts in a cohesive, experiential, and student-centered manner.