Abstract

Objectives: The study aimed to present a comprehensive developmental vision for the Islamic education curriculum at the secondary level, making the enhancement of family and social values a central axis that permeates all curriculum components. This stems from recognizing the profound challenges facing identity and values in the current era under the influence of globalization, technological development, and extremist intellectual currents. Methods: The study employed a methodology comprising the analysis of previous literature and conducting in-depth interviews with a sample of religious scholars and Sharia specialists, as well as social workers and family counselors, totaling 200 individuals. Results: The results revealed a significant gap between the theoretical aspirations of the current curriculum and its practical implementation mechanisms. It largely focuses on theoretical content while overlooking interactive strategies and authentic assessment tools capable of measuring behavioral change. Conclusions: The study concluded that the Islamic curriculum for the secondary stage, despite including family and social content, suffers from a significant gap between the theoretical aspirations to promote values and the effective educational mechanisms to achieve them, among other recommendations.