The Extent to Which the Hadith Curriculum in the Tracks System Integrates Social Moral Values in Saudi Arabia

Abstract

This study aimed to identify the degree to which the Hadith curriculum for first-year secondary students in the Tracks System in the Kingdom of Saudi Arabia integrates social moral values. The study sample consisted of the Hadith curriculum for the first year of secondary school. The descriptive-analytical method was employed, using a content analysis checklist of 20 social moral values.
The findings revealed that the value of cooperation ranked the highest with 20 occurrences, followed by charity with 9 occurrences, and encouragement to work with 8 occurrences. On the other hand, the following social moral values were not represented at all in the curriculum: road etiquette, good neighborliness, visiting the sick, spreading greetings of peace, and rejecting tribal fanaticism. Based on the findings, the study recommended developing a comprehensive reference framework for social moral values to be integrated into the Hadith curriculum for first-year secondary students in a way that aligns with their developmental stage, as well as conducting similar studies on other Shariah subjects across different educational levels.