Skills in Islamic Education Course in Secondary School in Moroccan Education: Didactic Study

Abstract

The study aimed to establish a unified practical didactic methodology to instill the basic skills that the Islamic Education curriculum seeks to achieve at the middle and high school levels, enabling learners to master these skills. This is based on practical field experience and takes into consideration the reference frameworks for certificate years, as well as the memoranda and guidelines governing educational evaluation processes.

This research, which relied on the descriptive analytical method, concluded with several results, the most significant of which is the noticeable disparity among teachers in understanding and implementing the targeted skills, resulting in varying levels of proficiency among learners. It also found that learners do not distinguish between legal rulings, values, and moral lessons, which are important skills that must be differentiated and practiced. The research identified some causes for this issue, which can be summarized as some teachers' lack of understanding of the philosophy and goals of the new curriculum, preventing its practical implementation. Additionally, the dominance of a knowledge-based approach in teaching and the absence of a learner-centered teaching model regarding learner's activity in building knowledge.

Among the recommendations of the study are the necessity to review the curriculum's elements to form a systemic vision in creating situations and planning lessons, considering the interconnection between cognitive content, the purposes, and the values underpinning the curriculum to ensure meaningful learning.