چكيده لاتين
Abstract
In Iran, to solve the problems caused by the single-product economy and the damage caused by the war and the reduction of investment in infrastructure and cruel sanctions, the foundations of the Islamic-Iranian model of progress were set, which aims to present a model of transformation from the current situation to the desired situation. Students, as the future builders of the country, are most exposed to a large amount of information, conflicting and contradictory analyses of economic conditions that can make them pessimistic and despair about the future of the country. In this case, one of the tasks of textbooks is to create a consistent, coherent and convincing mental model about the path of economic progress of the country. This work should be inspired by the Islamic Iranian model of progress. Accordingly, the level of processing of the basic components of the Islamic Iranian model of progress in secondary school textbooks should be explained. Given the nature of the research, its method is descriptive in the form of content analysis.
The statistical population of the research includes all secondary school textbooks in the humanities, which include 47 titles. Among these, 19 books that have the highest frequency in the words "justice, freedom and security" were selected using purposive sampling.
These books were analyzed based on the existing theoretical literature on the components necessary for economic progress and in consultation with two economics professors of the Iranian Islamic Model of Progress course at the masterʹs level in the field of seven components; including "economic freedom, economic justice, economic security, human resources and population, utilization of domestic and indigenous capacities in production, knowledge-based economy and technology, and protection of natural resources and the environment." The data were analyzed using the Shannon entropy method. The Shannon entropy method was selected to measure the information load and importance coefficient of each category. The results of this study showed that among the economic components of the Iranian Islamic model of progress, the components of "attention to the concept of justice" with a significance coefficient of (0.1458), "attention to the concept of freedom" with a significance coefficient of (0.1457), and "attention to human resources and population" with a significance coefficient of (0.1452) have the highest significance coefficient and information load, and "attention to the concept of security" with a significance coefficient of (0.1448), "attention to natural resources and environment" with a significance coefficient of (0.1424), "attention to domestic production and capacities" with a significance coefficient of (0.1404), and "attention to technology and innovation" with a significance coefficient of (0.1355) have lower significance coefficients.
The secondary findings of this study indicate that the aforementioned components have little relationship with the Iranian Islamic model of progress. Overall, these components do not have the ability to create a coherent and consistent mindset on the subject of the Iranian Islamic model of progress in the minds of students; Therefore, it is suggested that textbook authors and planners should fundamentally review textbook development policies.
Keywords: Iranian Islamic Model of Progress, Economic Justice, Economic Freedom, Economic Progress, Textbooks
