بررسی کاربردهای چارچوب مفهومی تفکر فلسفی براساس آموزه‌های قرآنی در آموزش و پرورش ابتدایی

پریسا  قندیان; معصومه صمدی; روح الله   کریمی خویگانی; علیرضا عصاره

Authors

Parisa Ghandian Department of Philosophy of Education, SR.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0001-3650-0475
Masoumeh Samadi Department of Philosophy of Educational, Academy of Scientific Studies in Education, Tehran, Iran Corresponding author https://orcid.org/0000-0002-2380-8075
Rouhollah Karimi Khoigani Department of Educational Sciences, Amin University of Law Enforcement Sciences, Tehran, Iran Author https://orcid.org/5519-8216-0001-0000
Alireza Assareh Department of Educational Sciences, Shahid Rajaee University, Tehran, Iran Author https://orcid.org/0000-0003-2541-4122

Keywords:

Philosophical Thinking, Quranic Teachings, Children, Elementary Education, Delphi method

Abstract

This study aimed to explain the educational applications of a conceptual framework of philosophical thinking grounded in Qur’anic teachings for elementary education. The study used a descriptive–analytical design and the Delphi technique. The proposed framework, previously extracted from Qur’anic sources, was organized into dimensions, components, and indicators and converted into a five-point Likert questionnaire. Twenty experts were selected purposively according to doctoral qualification, more than ten years of scholarly experience, and familiarity with the research topic. Indicators with mean scores below 3 were excluded. Data were analyzed in SPSS using the Friedman test to compare indicator rankings and Kendall’s coefficient of concordance to assess expert agreement. The Friedman test indicated a statistically significant difference among the rankings assigned to the indicators (p < .001), demonstrating that experts did not evaluate all indicators as equally important. Kendall’s coefficient of concordance showed a strong and statistically significant level of agreement among panel members (W = .75, χ² = 84.5, p < .001). This level of consensus confirmed the stability of expert judgments and supported completion of the Delphi process after the first round. The inferential results therefore validated the differential priority and overall acceptability of the proposed indicators for application in elementary education. The findings support the applicability of a Qur’an-based framework of philosophical thinking in elementary schools. The framework can provide a coherent basis for curriculum design and instructional practice aimed at strengthening reasoning, informed judgment, analysis, creativity, ethical sensitivity, self-control, reflection, self-knowledge, holistic understanding, participation, and responsibility. Its use may help integrate cognitive, moral, spiritual, and social development while promoting a respectful and collaborative school culture.

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