The Elements of Islamic Identity Included in the Islamic Education Curriculum at the secondary schools in Syria

Abstract

      The study aims to investigate the extent to which the elements of the Islamic identity are included in the Islamic education syllabuses for the secondary schools in Syria. The researcher adopted the descriptive method which depends on accurately presenting the phenomenon that is observed and related to the topic of the study as it is in reality with the intention of diagnosing it and revealing its aspects through the use of the content analysis method. Among the most important results of the study is that, through the results of the analysis, the Islamic education syllabuses included the basic premises with the highest frequency (47.8%), which is almost half the frequency of the identity reinforcement criteria, followed by values (21.4%). The study also found that the weakness of identity reinforcement criteria inclusion appears in the rest of the elements, i.e., language (1.9%), customs and traditions (0.6%), and history (0.5%).