Human rights thinking in Islamic religious education: a content analysis of Saudi middle school curricula

Abstract

Incorporating human rights principles into the educational system is vital to fostering a more just and compassionate society. This content analysis assessed the expression of human rights thinking in Saudi Arabia’s middle school Islamic studies textbooks (Grades 7, 8, and 9). The analysis finds significant expression of principles of human dignity, justice, fairness, peaceful coexistence, and compatibility. These principles resonate with human rights concepts, suggesting that the textbooks encourage students to embrace associated values. This study recommends improved teaching methods that emphasise Islamic perspectives on human rights and interactive classroom discussions.