Identifying Evaluation Indicators of Ethical Behavior in the Religious Education System

Abstract

The aim of this study was to identify the evaluation indicators of ethical behavior in the religious education system using a qualitative thematic analysis approach. This qualitative study employed thematic analysis. Data were collected through semi-structured interviews with 24 experts in religious education, Islamic ethics, and curriculum planning in Tehran. Purposeful sampling was used, and interviews continued until theoretical saturation was reached. Data were analyzed using NVivo software through open, axial, and selective coding processes. The thematic analysis resulted in three main categories: "Practical Commitment to Ethical Values," "Ethical Relations with Others," and "Divine and Religious Orientation in Ethics." These categories encompassed a range of subthemes, including order and honesty, empathy, conflict resolution, divine intention, and use of religious role models. The findings revealed that ethical behavior in religious education is a combination of observable actions and inner spiritual intent. This study highlights the need for a comprehensive and culturally grounded framework for evaluating ethical behavior, integrating spiritual, intentional, and social dimensions of morality. The identified indicators provide a foundation for designing assessment tools and enhancing moral education programs in schools.