Date of Award
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
The reform of the Islamic religion curricula by the Ministry of Education in Saudi Arabia within the schools is a process that has been ongoing for quite some time. Major revision of the curricula has been occurring since the events of 9/11. Following the announcement of Vision 2030, curricular reform to move toward moderation has been a monumental task for the Saudi Arabian government. This research study was designed to address two questions regarding the contemporary challenges to counter extremism through the Islamic curriculum and to explore the dynamic solutions needed to have a moderate curriculum. The qualitative study used a document analysis methodology. Three types of government documents were reviewed: public records, observational records, and policies. Results from this research demonstrated that curricular reform has had a major impact on the new policies developed by the Ministry of Education. These documents revealed some issues in the current curriculum including the lack of addressing some phenomena, reality in the curriculum, the effect of the Muslim brotherhood extremism ideology on education, the lack of the use of technology, the lack of reliable assessment tools, the lack of providing thinking tools for students, and the lack of teaching skills in regard to the Islamic curriculum. Eventually, the exploration of these issues will potentially help the effort made by the Ministry of Education to reform the curriculum in a way that will help assure a path to achieve the goals of Vision 2030.
Recommended Citation
Malibari, Alyaa Mohammad, "Study On Countering Extremism And Contemporary Challenges In Islamic Religion Curricula In Saudi Arabia" (2020). All-Inclusive List of Electronic Theses and Dissertations. 2077.
https://scholars.indianastate.edu/etds/2077