الدور العماني في تعزيز الأخلاق بين التنظير والتطبيق

الدَّوْرُ العُماني في تعزيز الأخلاق بين التنظير والتطبيق

Research indicates that spirituality has been addressed both directly and indirectly as an organizing principle within educational institutions. Direct incorporation occurs when a country explicitly mentions spirituality in its education policy. Indirect incorporation is observed when the concept of spirituality is framed using alternative terminology، such as moral education، character education، or ethical development (Hashim & Langgulung، 2008; Nasr، 2002). Specific details regarding the approaches adopted by each country are outlined below.

Malaysia

The Falsafah Pendidikan Kebangsaan (FPK)، or National Education Philosophy، provides a holistic framework for education in Malaysia، emphasizing the development of individuals who are balanced intellectually، spiritually، emotionally، and physically. Central to this philosophy is the cultivation of moral and spiritual values، alongside academic competencies، to nurture responsible citizens capable of contributing to societal harmony and national wellbeing (Ministry of Education Malaysia، 2013).

FPK positions education as a lifelong، collective responsibility that extends beyond formal schooling. It involves multiple stakeholders، namely parents، community leaders، religious institutions، media، and civil society، each playing a role in shaping values and ethical conduct in young people. Education، therefore، is not

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