Volume 8, Issue 2 (Summer 2025)
Iranian Journal of Educational Sociology 2025, 8(2): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
siyami L, maleki H, Sarmadi M, Farajollahi M. (2025). Identifying Principles and Objectives of Social Education Compatible with the Characteristics of Elementary School Students with Emphasis on Upperhand Documents. Iranian Journal of Educational Sociology. 8(2),
URL: http://iase-idje.ir/article-1-1530-en.html
URL: http://iase-idje.ir/article-1-1530-en.html
1- Instructor, Department of Educational Sciences, Payam Noor University, Tehran, Iran.
2- Associate Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran.
3- Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran.
2- Associate Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran.
3- Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran.
Abstract: (15 Views)
Purpose: This study aims to identify and evaluate the key principles and objectives of social education tailored to the characteristics of elementary school students, with a particular focus on the alignment with upperhand educational documents and frameworks.
Methods and Materials: This research employed a qualitative design utilizing a combination of literature review and content analysis. Data were collected from various academic sources, including educational theories, governmental educational documents, and previous research on social education in elementary schools. The study used a thematic analysis approach to synthesize and categorize the findings into key principles and objectives of social education for elementary students. A total of 25 relevant articles, government reports, and educational frameworks were analyzed to ensure comprehensive insights into the subject.
Findings: The findings indicate that effective social education for elementary students should incorporate principles such as inclusivity, emotional regulation, respect for diversity, and development of critical thinking skills. The study identifies that the objectives of social education should align with national educational standards, focusing on fostering students' social skills, ethical values, and socio-emotional competencies. The analysis reveals that current practices are often limited by insufficient integration with existing curricula, and there is a need for more strategic approaches that blend academic and social education seamlessly.
Conclusion: This study concludes that there is a critical need for an integrated framework that addresses the social education needs of elementary school students, aligning them with national educational goals and frameworks.
Methods and Materials: This research employed a qualitative design utilizing a combination of literature review and content analysis. Data were collected from various academic sources, including educational theories, governmental educational documents, and previous research on social education in elementary schools. The study used a thematic analysis approach to synthesize and categorize the findings into key principles and objectives of social education for elementary students. A total of 25 relevant articles, government reports, and educational frameworks were analyzed to ensure comprehensive insights into the subject.
Findings: The findings indicate that effective social education for elementary students should incorporate principles such as inclusivity, emotional regulation, respect for diversity, and development of critical thinking skills. The study identifies that the objectives of social education should align with national educational standards, focusing on fostering students' social skills, ethical values, and socio-emotional competencies. The analysis reveals that current practices are often limited by insufficient integration with existing curricula, and there is a need for more strategic approaches that blend academic and social education seamlessly.
Conclusion: This study concludes that there is a critical need for an integrated framework that addresses the social education needs of elementary school students, aligning them with national educational goals and frameworks.
Keywords: Social education, elementary students, emotional regulation, inclusivity, social skills development, educational frameworks, curriculum integration
Type of Study: Research Article |
Subject:
Special
Received: 2025/02/1 | Accepted: 2025/07/1 | Published: 2025/07/1
Received: 2025/02/1 | Accepted: 2025/07/1 | Published: 2025/07/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
