Teachers' Perceptions Regarding the Inclusion of Cultural Pluralism and Peaceful Coexistence Values in Intermediate Stage Islamic Studies Curricula: Reality, Challenges, and Developmental Proposals

Abstract

The study aimed to identify teachers' perceptions regarding the extent to which Islamic studies curricula at the intermediate stage include values of cultural pluralism and peaceful coexistence, the challenges they face, and the most prominent proposals for developing these curricula. To achieve this objective, a mixed-methods approach was employed. An interview tool was applied to a sample of (20) Islamic studies teachers from two schools under the Sabya Education Office in Jazan and the Al-Mubarraz Education Office in Al-Ahsa during the second semester of the academic year 1445 AH. The study instrument included closed and open-ended questions focusing on teachers' perspectives, the challenges they encounter, and their suggestions for curriculum development in this regard. The results showed that teachers agreed that the curricula included values of cultural pluralism and peaceful coexistence to a moderate degree. They also pointed to several challenges, including: diversity of cultures and values, inadequacy of curriculum content, ignorance of some relevant Islamic teachings, and the presence of manifestations of intolerance and rejection of others. Among the most prominent proposals were: promoting a culture of coexistence, providing a supportive educational and media environment, training educational personnel on engaging with diverse cultures, and ensuring that the approach is grounded in clear Islamic texts. The study recommended the importance of training teachers on the values of cultural pluralism and peaceful coexistence, and incorporating these values into the curricula more extensively and in greater depth.