Document Type : Original Article
Authors
1
Shahed Uneversity
2
Associate Professor of Educational Sciences (Curriculum Studies), Shahed University, Tehran, Iran
Abstract
The objective of this study is to compare approaches to ethics education within the primary school curriculum of selected countries, namely Iran, Finland, Japan, and Canada. This applied research employs a descriptive-analytical method, guided by Bereday’s comparative model in educational systems. Data were collected from Persian and English sources published between 2010 and 2025, sourced from domestic and international databases and official education ministry websites of the studied countries. Sampling was conducted purposefully, and data were analyzed in four stages: description, interpretation, juxtaposition, and comparison. The findings reveal that in Iran, ethics education is predominantly theoretical, rooted in religious teachings, and emphasizes virtues such as honesty, faith, and adherence to Islamic values. In Finland, ethics education is framed within social justice, life skills, democracy, equality, and critical thinking. In Japan, it focuses on discipline, cooperation, responsibility, and empathy, with an emphasis on group activities. In Canada, ethics education is integrated with citizenship education, embracing cultural diversity and fostering dialogue. Although all countries share the common goal of nurturing ethical citizens, significant differences are observed in their educational philosophies, cultures, and value systems. The findings underscore the need for a revision of Iran’s educational system, particularly in the objectives and content of the primary school curriculum, to facilitate the internalization of authentic ethical and religious values in students. It is recommended that future research explore the role of digital tools and the collaboration between families and schools in enhancing the effectiveness of ethics education.
Keywords