Islam va Pazhuheshhaye Tarbiyati

The present study, using the method of qualitative content analysis, undertook to examine the state of teaching belief in the resurrection in the religious textbooks of the second cycle of primary school. The statistical sample comprised the books "Heavenly Gifts" for grades four through six and their teacher guides in the academic year 2023-2024. The findings indicated that belief in the resurrection possesses five objectives: recognizing the names of the Resurrection, familiarity with the recording and registering of deeds, the correspondence between action and its result, inclination, strengthening and striving to perform good deeds, the ability to reflect on the Qur'anic message and understand its connection to the Resurrection. In terms of content, certain lessons have addressed the topic of belief in the resurrection specifically and exclusively, comprising a total of five lessons: "Eyes Always Open," "Dear God, Thank You," "Wall Newspapers," "These and Those," and "The Other World." Certain concepts and terms related to belief in the resurrection, such as "being killed, death and passing away," "burial place, shrine and sanctuary of the Imams," "reward and recompense," "martyrdom," "the Resurrection," "paradise and hell," "testament," and "spirit," also refer to this subject indirectly in other lessons. Furthermore, instructional methods such as storytelling, expository explanation, questioning and brainstorming, project work, games, drama and role-playing, filming behaviors and reflecting them back to students were enumerated for the specialized resurrection lessons. In summarizing the findings, although quantitatively—that is, in terms of the number of lessons and objectives—reasonable attention has been paid to belief in the resurrection, qualitative analysis of the content indicates the existence of challenges such as neglect of fundamental concepts such as "intercession" and "signs of the Resurrection," the incongruity of certain content with the cognitive developmental level of second-cycle primary students, and the predominance of traditional and instructor-centered instructional methods over interactive and affective approaches. Accordingly, improving instruction in accordance with children's developmental characteristics and redesigning the content of specialized lessons can facilitate belief in the resurrection.