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The Educational Model of Religious and Educational Concepts in Educational Crisis Conditions Based on Grounded Theory
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Ahmad Abbasi Darahbidi1    , Tayyebeh Zareie *2 , Atefeh Afzal3 |
1- Islamic Azad University, Arak Branch, Arak, Iran
2- Islamic Azad University, kermanshahBranch, kermanshah, Iran , Tayebeh.Zareie@iau.ac.ir
3- Alberta canada |
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Abstract: (17 Views) |
Objective: The emergence of educational crises and the abrupt transition to non-face-to-face instruction have posed challenges to the education system regarding the continuity and quality of the teaching–learning process, especially in the teaching of religious and educational concepts. The effective transmission of such concepts requires emotional and value-based interactions and becomes more difficult under crisis conditions. The present study aimed to explore teachers’ experiences of teaching religious and educational concepts during educational crises and to propose a model to enhance the quality of this process. The research questions were: (1) What are teachers’ experiences of teaching religious and educational concepts in educational crisis conditions? and (2) Based on these experiences, what model can be proposed for improving the quality of teaching these concepts?
Method: This was a qualitative study grounded in grounded theory. The analytical population comprised teachers and education specialists in the city of Najaf-Abad who had experience teaching during crises. Sampling was purposive and theoretical, conducted using the snowball technique. In total, 20 participants took part in the study until theoretical saturation was reached. The data collection instrument consisted of semi-structured interviews. Data analysis was carried out concurrently with data collection in three stages: open, axial, and selective coding.
Findings: Data analysis yielded 116 initial concepts, 57 subthemes, and 21 main themes. In this process, the core category of empowering the teaching of religious and educational concepts in the context of educational crisis was identified and explained through a paradigmatic model comprising causal conditions, contextual conditions, intervening conditions, action strategies, and educational consequences. The findings showed that factors such as educational equity, teachers’ readiness and creativity, family participation, an educational approach to crisis, and organizational coordination are among the most influential components affecting the quality of this form of teaching.
Conclusion: The findings indicated that the quality of teaching religious and educational concepts in crisis conditions depends less on technological tools than on teachers’ educational orientation, the redefinition of the school’s educational role, and attention to learners’ emotional and value dimensions. Accordingly, empowering teachers and strengthening family participation can help improve the quality of this type of education in crisis situations |
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| Keywords: Religious and Educational Concepts Instruction, Educational Crisis, Teachers’ Experiences, Qualitative Research, Grounded Theory |
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Type of Study: Research |
Subject:
Special-Qualitative
Received: 2026/02/4 | Revised: 2026/06/22 | Accepted: 2026/03/10 | ePublished ahead of print: 2026/03/25 | Published: 2026/03/28 | ePublished: 2026/03/28
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