Pathology of Teaching Psychology Courses with a Theological–Cultural Approach
Subject Areas : Education
1 - Department of Psychology, Shi. C., Islamic Azad University, Shiraz, Iran
Keywords: Psychology teaching, theological–cultural approach, thematic analysis, educational pathology,
Abstract :
Introduction: In recent years, there has been a growing effort to indigenize the humanities and integrate psychological knowledge with religious and cultural teachings within Iran’s higher education system. However, teaching psychology from a theological–cultural perspective faces multiple conceptual, pedagogical, and institutional barriers that may hinder educational effectiveness. Despite the country’s rich cultural and religious context, psychology education in Iran remains largely grounded in Western secular theories and translated resources. This misalignment has led to semantic, epistemological, and identity gaps in the teaching and learning processes of psychology.
Research Methodology: This study aimed to identify the challenges of teaching psychology courses from a theological–cultural perspective using a qualitative thematic analysis approach. The research population consisted of 14 psychology faculty members and students with teaching or learning experience in theological-oriented courses, selected through purposive and snowball sampling. Data were collected via semi-structured interviews and coded thematically.
Findings: Analysis yielded eight main themes, 16 sub-themes, and 32 conceptual codes. The main themes included:(1) Conflict between psychological content and religious foundations;(2) Role conflict of instructors within the secular university structure;(3) Lack of an indigenous and integrative theoretical framework;(4) Challenges related to teaching materials;(5) Students’ cognitive confusion;(6) Institutional resistance to theological transformation;(7) Successful experiences in integrative teaching;(8) Strategies for improvement.Participants highlighted structural, theoretical, and cultural obstacles while emphasizing the need for curriculum reform, revision of teaching resources, and clarification of epistemological religious foundations in psychology education.
Conclusion: The results of designing and implementing the educational justice model in this province show that achieving educational justice requires a systemic, data-driven approach based on stakeholder participation at all levels of the education system.
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