Qualitative pathology of religion and life education in the second secondary school from the point of view of experts and teachers of religion and life course

Abstract
Introduction: Studies show that religious education of students, if it has divine teachings and a complete and comprehensive program to cultivate all aspects of the educator, can guarantee the well-being of individuals and society; but there are drawbacks to this that prevent this from happening. The aim of the present study is to identify the qualitative harms related to religious and life education in schools.
Methodology: The present study is an exploratory research that has been conducted by qualitative method and qualitative content analysis. This method was performed using semi-structured interviews and by analyzing the qualitative content of 13 interviews, from experts in the field of education with a focus on the course "Religion and Life" to theoretical saturation. In this regard, by identifying 286 components and coding them into 22 categories and finally 9 core codes of students, the teaching method, textbooks, social patterns, parents, education, teacher and cyberspace were identified.
Results: The aim of this study is to identify the harms affecting the teaching of Religion and Life in Iran schools. The results show that the teaching method is the most effective harm and with considerable difference, respectively, cyberspace, parents, education and social patterns are the effective harms in teaching Religion and Life in schools and the least harmful cause has been students.
Discussion and Conclusion: Years of first-hand experience in teaching Religion with different titles and names and focusing on identical, repetitive and voluminous content show the lack of acceptable success in teaching quality. The suggestion for preventing the abovementioned harms is applying covert teaching as the best approach to teaching Religion and Life.
Keywords: the Religion and Life course, covert teaching, teaching methods, education