Proposing a Practical Model for the Development of Educational Equity for Students Regarding the Moral Education

Abstract

Educational equity, as one of the fundamental principles of educational systems, plays a critical role in creating equal opportunities for all students. Meanwhile, moral education remains one of the most contentious and debated issues in today's world and the third millennium. On one hand, the critique and rejection of all metaphysical and traditional foundations of morality have complicated efforts to design frameworks for the moral upbringing of future generations. On the other hand, the severe moral crises and challenges facing contemporary societies have reiterated the urgency of this matter. This study is descriptive in method, applied in purpose, and qualitative in nature, employing a grounded theory approach. The statistical population consisted of experts and specialists in education and pedagogy, and data were collected through theoretical saturation sampling, with interviews conducted with 15 participants. The findings derived from the interview data led to the development of a localized theory concerning a practical model for moral education of secondary school students. The model emphasizes five key components: (1) the central category of “quality-centeredness in the educational system,” (2) causal conditions defined as “strategic management of the formal education system,” (3) proposed strategies for designing a moral education system centered around “promoting student participation and intellectual independence,” (4) intervening conditions referring to the “challenges of the formal education system in the domain of ethics,” which include the “ineffectiveness of current educational programs in the formal education system” and the “macro-structural and institutional limitations of formal education,” and finally (5) the underlying context, comprising “infrastructures such as financial and human resources.”