Identifying the Dimensions of Citizenship Education in the Content of Secondary School Textbooks

Abstract

The present study aimed to identify the dimensions of citizenship education reflected in secondary school textbooks based on the perspectives of teachers, curriculum planners, and educational experts. This qualitative study employed a thematic analysis approach. Data were collected through semi-structured interviews with 25 participants, including teachers, educational experts, and curriculum developers in Tehran. Purposive sampling was used and interviews continued until theoretical saturation was reached. All interviews were recorded, transcribed, and analyzed using NVivo software. Thematic coding was conducted in three stages: open, axial, and selective coding. Data analysis led to the identification of three main categories: "ethical citizenship," "political-civic citizenship," and "environmental and global citizenship." These categories included subthemes such as honesty, social responsibility, political awareness, national belonging, environmental literacy, and global responsibility. Participants noted that current textbooks primarily emphasize traditional moral values while neglecting contemporary aspects of citizenship such as media literacy, critical thinking, and active civic engagement. The findings indicate that secondary school textbooks lack a coherent and integrated structure for addressing citizenship education, and several crucial dimensions are overlooked. There is a need to revise the curriculum through an integrative, localized, and problem-oriented approach to better promote democratic and participatory values.