التنمية المستدامة في محتوى مناهج التربية الإسلامية للمرحلة الثانوية بالجمهورية اليمنية

Abstract

 This research aims to know the extent to which the concepts of sustainable development are included in the content of Islamic education curricula based on secondary level in the Republic of Yemen. To achieve this descriptive approach was used, and two research tools (a list of the concepts of sustainable development and the analysis form), and the content of the curricula of the first secondary class was identified as a sample for research, after the analysis process, and the treatment of the results statistically, the most important results were reached:

 Building a list of the concepts of sustainable development required for secondary school students in the Republic of Yemen.

The content of branches of Islamic education curricula for the first year of secondary included the concepts of sustainable development at 53.761%. The social side got the first rank by (36.600%), followed by the economic side at (9.571%), and the health and environmental side came in the third and last rank with (7.589%).

The inclusion of sustainable development concepts in the content of Islamic education curricula for the first year of secondary was theoretical, while the applied aspect and the perceptions required to apply and employ the concepts of sustainable development were neglected, which is reflected in the learner’s performance and its negative perceptions towards secondary education.

 Therefore, and in light of these results, the research recommends the necessity of reviewing the development of school curricula, including Islamic education curricula, to ensure the inclusion of concepts of sustainable development according to a conceptual map studied, and the required scientific ratios, with a focus on applied knowledge and skills, and to make the school a diversified factory, farm, and plant, contributing to strengthening the affiliation of learners, and preventing school dropouts.