Explaining the Components Shaping Moral Action in the Context of Religious Education: A Grounded Theory Approach

Abstract

The present study aimed to identify and explain the components influencing the formation of moral action within the context of religious education using a grounded theory approach. This qualitative study employed grounded theory methodology. Data were collected through semi-structured interviews with 12 experts, educators, and researchers in the field of religious education in Tehran. Participants were purposefully selected, and interviews continued until theoretical saturation was reached. Data analysis was conducted in three stages: open, axial, and selective coding, utilizing NVivo software. Data analysis led to the identification of three main categories: cognitive foundations of moral action (such as understanding religious moral concepts and ethical reasoning), influential educational factors (including the roles of family, school, teachers, and collective religious experiences), and intrinsic motivational structures (such as faith, moral self-monitoring, and sustained spiritual motivation). The results indicated that moral action is the product of a complex interaction between cognition, experience, and social context; mere transmission of religious doctrines is insufficient for the internalization of moral values. Based on the findings, promoting moral action within religious education requires a comprehensive approach that emphasizes conceptual development, moral experiential learning, and the cultivation of intrinsic motivation. Modeling by teachers and parents, providing experiential opportunities, and fostering religious conscience are considered key strategies for effective moral education.