خلاصة:
This research was conducted with the purpose of explaining the characteristic of balance in Saleh School. The approach of this research was qualitative and its method was theme analysis. In this research, the purposeful sampling method was used and according to this method, 12 experts were selected as participants. The data collection tool was a semi-structured interview. The data analysis showed that the participants of the research mentioned two overarching themes of balance and multi-dimensional education and the dimensions and components of balance and multi-dimensional education. This overarching theme, which was identified as the core or central theme of this research, is balance and multi-dimensional education. This core and overarching theme consists of two organizing themes of balanced education and balanced attention to knowledge, attitude and performance. In this research, the data in different ways mention the dimensions and components related to the core theme (balance and multi-dimensional education), which these dimensions and components are: spiritual, devotional and moral education; emotional and social education; Physical Education; Economic and vocational education; education of critical and logical thinking; environmental education; artistic education; Scientific and technological education. The results of the research showed that the balance in Saleh school can be explained in 2 dimensions and 13 criteria; Based on these dimensions and criteria, 13 propositions can be compiled to explain the balance in Saleh school, that these 13 propositions can be the basis of schools in the application of the balance component in schools.
ملخص الجهاز:
Findings: Data analysis showed that the characteristic of balance in a righteous school can be explained in the form of two overarching themes (balanced and multi-dimensional education and suitability in selecting educational content) and 13 organizing themes (balanced education; balanced attention to knowledge, attitude, and performance; emotional and social education; spiritual, worship, and moral education; physical education; economic and vocational education; critical and logical thinking education; environmental education; artistic and aesthetic education; scientific and technological education; suitability of educational content with the needs and values of society; suitability of educational content with the needs and interests of students; absence of contradiction between the concepts and contents of educational material).
(Figure 1) (Refer to the page image) Figure 1: Conceptual framework of balance in a righteous school According to the conceptual framework based on the thematic analysis of the data (Figure 1), the characteristic of balance in a righteous school can be categorized into two overarching themes (balanced and multi-dimensional education and suitability in the selection of educational content) and 13 organizing themes (balanced education; balanced attention to knowledge, attitude, and performance; emotional and social education; spiritual, worship, and ethical education; physical education; economic and vocational education; critical and logical thinking education; environmental education; artistic and aesthetic education; scientific and technological education; suitability of educational content with the needs and values of society; suitability of educational content with the needs and interests of students; absence of contradiction between concepts and educational content) it was clarified that in this section, the overarching themes and their related organizing themes are examined and interpreted.
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