Educational Parenting Curriculum for Adolescence Based on Islamic Sources and Its Validation

Extended Abstract
 
Introduction and Objectives: In Iran’s religious society, the application of Islamic psychological interventions in the domain of parenting has been neglected; therefore, the present qualitative study was conducted with the aim of designing an educational–psychological parenting framework for the adolescent period based on Islamic sources, using content analysis and validating it through the Delphi method. The findings of the first phase showed that Islamic parenting during adolescence consists of 18 components, including: acceptance and enactment of parental responsibility toward the child, care and guidance, the stage-based nature of parenting, the necessity of understanding adolescents’ capacities, attention to and provision of physical health and financial needs, assistance in the formation of religious identity, moral identity, social identity, occupational identity, and sexual identity, emotional relationship, justice, delegation of responsibilities to the adolescent, reinforcement and discipline, honoring and respect, role modeling, and reasoned explanation. In the second phase, to examine the content validity of the parenting educational package, the opinions of nine psychology experts were used. The results indicated that the Content Validity Index (CVI) for the components and educational techniques ranged from 0.88 to 1, and the Content Validity Ratio (CVR) ranged from 0.77 to 1, all of which were above the acceptable level (0.75) for nine judges; therefore, the content validity of the package was confirmed by the experts.
Parenting is defined as a dynamic set of parental behaviors, attitudes, and skills aimed at raising children, encompassing emotional support, moral upbringing, the provision of physical and psychological needs, and the creation of a safe and affectionate environment (Pinquart, 2017; van IJzendoorn et al., 2023). Research emphasizes that parenting, beyond direct behaviors, is influenced by parents’ involvement in children’s decision-making, socio-emotional interactions, and the cultural, social, and economic context in which the family is embedded (Grolnick, 2020; Soma, 2024).
Adolescence is considered a sensitive developmental stage due to profound biological, psychological, and social changes, and the role of parents in supporting and guiding adolescents is of particular importance (Tanner, 2018). According to global statistics, approximately 14–15% of adolescents worldwide experience mental disorders, accounting for a substantial proportion of disabilities in this age group (WHO, 2021; Polanczyk et al., 2022). In this context, supportive and democratic parenting styles can help prevent the emergence of psychological problems by strengthening adolescents’ sense of belonging, self-confidence, and coping skills (Bernstein, 2019; McKinney & Renk, 2011).
The research literature indicates that parenting styles are strongly influenced by culture, and their effects vary across different societies (Yamato & Wang, 2023; Pinquart, 2017). In the domain of Islamic sources, some studies have addressed the extraction of parenting components and the roles of fathers and mothers (Mahdavi-Nik, 2013; Hemmati, 2012; Seraqi, 2013); however, a coherent conceptual model and a localized educational protocol specifically tailored to adolescence have been less developed. Therefore, despite the widespread use of non-indigenous parenting programs, the development and validation of an adolescent parenting educational framework based on Islamic teachings and psychological findings is considered an essential necessity for the Iranian-Islamic society.
Research Method: The present study was conducted in two stages, using two different approaches, and employed a mixed-methods design. In the first stage, a qualitative content analysis method was used, and in the second stage, a survey method employing the Delphi technique was applied. The aim of the first stage was to transform the conceptual model of parenting based on Islamic sources into a practical educational–psychological framework, so that, as an independent variable, it could be used in prevention, intervention, and the promotion of adolescents’ psychological well-being.
In the first step, the conceptual model of Islamic parenting was transformed into an educable framework through logical analysis and consultation with supervisors, advisors, and clinical specialists. In this process, the educational and psychological objectives of the framework were first formulated and reviewed by three clinical experts. Subsequently, the final objectives were revised and approved after evaluation by the supervisors and advisors. Next, in order to operationalize the objectives, the implementation techniques were designed through several stages of review, elimination, or modification. In summary, the development of the framework involved analyzing the relationships among the components, setting educational goals for each component, and designing valid implementation techniques.
In the second phase, the content validity of the framework was examined. Despite the qualitative nature of the study, assessing content validity was considered essential to ensure the theoretical accuracy of the intervention (Seyedani & Braden, 2011). For this purpose, two indices—the Content Validity Ratio (CVR) and the Content Validity Index (CVI)—were employed. The CVR was calculated with the participation of nine Islamic psychology experts using a three-point Likert scale, with values of 0.75 and above deemed acceptable. Additionally, the CVI was used to assess the degree of alignment of the components with religious sources, based on a four-point scale, and components with a value below 0.79 were removed.
Research Findings: The findings indicate that the adolescent parenting training framework based on Islamic sources has been designed and feasibility-tested according to the conceptual model extracted in the study by Satoorian et al. (1402). This framework constitutes a short-term, structured, and guideline-oriented psycho-educational program grounded in Islamic teachings. It is typically delivered in seven 90-minute sessions, accompanied by an introductory session, on a weekly basis. Each session includes psychological instruction, Socratic discussion, and homework assignments, with the objectives, theoretical rationale, and session sequence clearly explained to parents.
The main strategies of the training framework are a combination of cognitive and behavioral approaches, implemented through simple verbal instruction, interactive discussion, written materials (a guidebook), and practical experiential exercises. The program places particular emphasis on real-life practice of effective parenting behaviors and providing positive feedback to parents, which enhances the parent–adolescent relationship and increases adolescent satisfaction (Seydani & Braden, 2011; Maddox, 2016).
The content of the sessions is designed progressively and covers topics such as familiarization with the characteristics of adolescence, parental responsibility and the gradual process of parenting, understanding adolescents’ capabilities, establishing emotional connections, justice, reinforcement and discipline, respect and delegation of responsibilities, and facilitating the formation of the adolescent’s religious, moral, social, occupational, and sexual identity.
To examine its psychometric characteristics, the content validity of the parenting curriculum was evaluated by nine experts specialized in psychology, Quranic studies, and psychology. Content Validity Index (CVI) and Content Validity Ratio (CVR) indicators for most components were reported above the standard threshold of 0.75 (Polit & Beck, 2006). These results indicate that the Islamic educational–psychological parenting curriculum possesses desirable content validity and has been approved by the experts.
Discussion and Conclusion: The present study aimed to design and validate an educational–psychological parenting curriculum for adolescence based on Islamic sources, focusing on enhancing parents’ cognitive and behavioral capabilities for effective communication with adolescents. This research was conducted in two stages: first, identifying the structural and content characteristics of the curriculum, and second, examining its psychometric properties. The findings indicated that the Islamic parenting curriculum is a short-term, structured, and guideline-oriented program, comprising an introductory session followed by seven educational sessions. It familiarizes parents with the theoretical and practical components of Islamic parenting and assists them in playing an active role in shaping the adolescent’s multidimensional identity.
Although this curriculum shares some components with conventional parenting programs, it possesses distinctive features. The most notable distinction is the conceptualization of parenting as a divine and accountable responsibility before God, which encourages parents to rely on divine trust, prayer, and assistance in child-rearing (Ibn Shuba Harani, 1404 AH). Additionally, the emphasis on gradual care and guidance up to approximately 21 years of age, while avoiding direct control and maintaining the adolescent’s respect and independence, represents another key feature of this curriculum (Tabarsi, 1412 AH; Saduq, 1413 AH). Acceptance, affection, justice, avoidance of blame, and the delegation of responsibilities appropriate to the adolescent’s abilities also play a crucial role in strengthening self-confidence and fostering personality development (Tabarsi, 1385 AH; Saduq, 1413 AH).
Unlike many existing Western psychological parenting programs, which primarily focus on the socialization of children (Johnson et al., 1996; Sanders, 1980; Barkley & Robin, 2008), this curriculum emphasizes the simultaneous cultivation of adolescents’ religious, moral, social, occupational, and sexual identities. Content validity results indicated that all components had CVI and CVR values above the recommended standard threshold (Polite & Beck, 2006), reflecting the scientific validity and conceptual coherence of the curriculum. These findings align with the literature on cultural psychology and underscore the necessity of localizing parenting interventions within the Iranian–Islamic context (Patnick et al., 2021; van Aisendoron et al., 2023; Yang et al., 2024; Pinquart, 2017). Moreover, the results of the present study demonstrate that the designed educational curriculum possesses the required theoretical coherence and content validity and can serve as an instructional model to enhance parents’ awareness and skills in addressing adolescence. By relying on Islamic foundations and integrating them with contemporary psychological principles, this curriculum represents an effective step toward developing localized programs in the domain of adolescent parenting.
Acknowledgments: We express our gratitude and appreciation to all professors and experts who assisted us in conducting this research.
Conflict of Interest: The author of this article declares that there is no conflict of interest in relation to this research.