A Philosophical investigation of the contents of Syrian high school islamic education books in the light of the concept of human rights

The relationship between human rights and religious education establishes an important link in the process of developing individuals' moral and spiritual aspects. While religious education teaches people to recognize and respect their inherent rights, human rights education enables individuals to internalize basic values such as equality, justice, and freedom. This study aims to examine the content philosophy of Syria's secondary school Islamic education curriculum in the light of human rights concepts. The research evaluated the extent to which Islamic education textbooks reflect concepts related to human rights and how these concepts can be imparted to students in the educational process. Using the descriptive-analytical method and appropriate statistical techniques, third-grade Islamic education textbooks were taken as a basis. The study focused on three main categories: civil and political sphere (40%), social and economic sphere (38%), and cultural, environmental, and developmental sphere (22%). The findings reveal that the curriculum is inadequate in developing human rights skills and that a comprehensive revision is required. The study offered suggestions such as organizing training programs for Islamic education teachers, analyzing the rest of the curriculum in terms of human rights skills, and developing a media and cultural policy that supports human rights in line with Islamic principles.