PEDAGOGICAL APPROACH TO ANCESTRAL HERITAGE THROUGH TEACHING THE “TARBIYA” SUBJECT TO UPPER SECONDARY SCHOOL STUDENTS
DOI:
https://doi.org/10.5281/zenodo.18052900Abstract
This article examines the pedagogical effectiveness of integrating ancestral literary heritage into the teaching of the “Tarbiya” subject in upper secondary schools. The study analyzes the role of the subject in fostering students’ moral, spiritual, and civic development within the context of modern educational challenges. Using qualitative research methods, the findings demonstrate that literature-based instructional approaches enhance students’ moral reasoning, critical thinking skills, and national
self-awareness. The results confirm that systematic incorporation of literary heritage into the “Tarbiya” curriculum significantly improves educational outcomes and contributes to students’ holistic development.
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