Identifying the Components of the Mechanism for the Formation of Religious-Moral Conscience in Seminary Education Levels

Abstract

The aim of this study was to identify the components and mechanisms underlying the formation of religious-moral conscience in seminary education and to elucidate the role of various educational processes and contexts in the internalization of religious ethics among seminarians. This qualitative research utilized thematic content analysis. Data were collected through semi-structured interviews with 13 experienced professors, researchers, and students from Tehran’s Islamic seminaries, using purposive sampling until theoretical saturation. Data analysis was conducted through open and axial coding using NVivo software. The results revealed that the development of religious-moral conscience occurs at three main levels: (1) epistemological foundations (sense of responsibility, deep ethical understanding, familiarity with religious sources, and spiritual experience), (2) educational processes related to internalization (role-modeling, self-accountability, spiritual reward and punishment, participation in religious activities, and experiencing ethical dilemmas), and (3) institutional and structural contexts (ethical educational culture, informal supervision, integration of knowledge and ethics, spiritual evaluation). The dynamic interplay of these components fosters the growth and consolidation of moral conscience in seminarians. The internalization of religious ethics in seminary education requires more than knowledge transmission; it necessitates appropriate contexts, practical role-modeling, and spiritual experiences. Revising educational programs, enhancing faculty-student relationships, and focusing on conscience development can improve the effectiveness of religious education.