A Proposed Framework for Integrating Human Rights in Islam into the Islamic Education Curriculum for the Eighth Grade in Palestine

Abstract

The study aimed to develop a proposed framework for integrating human rights in Islam into the Islamic Education curriculum content for the eighth grade of basic education, highlighting existing gaps and promoting students’ awareness of their rights and duties derived from Islamic teachings. Curriculum content, in its two parts, analysis revealed clear inconsistencies in addressing the concepts of human rights in Islam, as well as gaps in both horizontal and vertical sequencing. The competency-based Backward Design methodology was adopted to ensure that human rights concepts are transformed from a theoretical framework into behavioral practices applicable within the learning environment. This methodology ensured a comprehensive framework development that achieves balance and integration in the curriculum content and addresses the gaps related to the inclusion of human rights concepts in Islam within the course. The study offers curriculum designers and developers with a reference matrix that can be used as a guide when preparing or developing the curriculum. Further, it recommends adopting the proposed framework as an initial step toward developing Islamic Education and social studies curricula in other grade levels. The need for implementing practical training programs is emphasized for students and teachers that promote universal Islamic values such as justice and tolerance.