Abstract
The aim of this study was to determine the extent to which social values are incorporated into Islamic education curricula at the primary education level across all year groups. This is of particular importance due to the significance of the Islamic education curriculum in instilling the values intended to be taught to future generations. The study addressed the methodological aspect, which began with the study's research question, followed by the definition of the key concepts covered in the current research, such as 'educational curricula' and 'social values'. In order to achieve the objectives of the study, answer the research questions and verify the formulated hypotheses, content analysis was adopted as the most appropriate methodology for such studies. This followed the development of the research instrument, which was a content analysis grid comprising a total of nine social values, namely (integrity, cooperation, social solidarity, tolerance, courage, altruism, understanding others, generosity, honesty, modesty). The grid was applied to the Islamic education curricula for the primary education stage, which covers the five years of primary school.
The study concluded that social values in the Islamic education curriculum were diverse despite their limited inclusion in the curriculum. The data and findings demonstrate a clear increase in the presence of these values in the curriculum as pupils progress from one level to the next. This progression can be attributed to the curriculum's philosophy and the nature of the target age group.