1. Background of the Study
Educators, sociologists, and other scholars in the humanities are striving to study the value system, primarily focusing on the values of citizenship and identity, in order to enhance social cohesion among groups of different identities within a single state and among individuals within the same group of identical identity. Educational efforts are at the forefront due to their direct connection to human development, upbringing, and the enhancement, modification, or change of behavior, utilizing various sciences, particularly psychology, sociology, and others. They have reached significant conclusions regarding citizenship education and fostering belonging; however, despite these substantial developments in education, educational efforts still face numerous obstacles imposed by advancements on all fronts, both internally and externally, resulting in several issues, particularly regarding social cohesion, which has gone through various phases of conflict, strife, and wars that have led to the destruction of brick and human lives in many countries, from Somalia to Iraq, to Libya, to the researcher's country of Syria, to Yemen, to Sudan. All of this calls for new visionary perspectives in education that can contribute to Development of the values of citizenship and identity and enhancing social cohesion.
The development of citizenship and belonging among the youth is one of the most important ways to face the challenges of the current century in general, and the challenges faced by the Syrian citizen in particular, such as oppression, terrorism, displacement, violence, and the absence of justice, which have negatively affected social cohesion. Here comes the role of education in rebuilding individuals and nurturing the youth on the principle of citizenship, rejecting violence, refusing extremism, and confronting intolerance in various fields and directions. This education must be based on democratic values and adopt them as a methodology, approach, objective, and practice in order to confront major challenges, eliminate violence, oppression, and terrorism, and restore unity among citizens.
Educating the youth from a young age to preserve the values of citizenship is essential, through educational curricula that respect their identities and include activities through which students practice the behaviors and values of citizenship in a practical manner. Education is a lifelong process, and focusing on childhood studies is, in fact, a concern for the progress and development of society, as today's children are the youth of tomorrow and the men of the future. Children are a reflection of society; through them, any society can see what its image could be in the future. Children are considered a reservoir of the community's human resources with a long-term investment return
| [18] | Thlaijia, Manal. (2020). The Role of Community Institutions in Instilling Citizenship Values in Children, Social Empowerment Journal, Volume 02 / Issue 04 / December 2020, pp. 121-131. |
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. If we prepare them properly in their childhood, they will be able to actively participate in the social and economic development of their country later on. There are many community institutions that shape citizenship and work on developing its values among the youth, including the family, kindergartens, schools, mosques, churches, domestic and foreign media, the internet, social media, and the behavior practiced in state institutions, as these behaviors contribute to strengthening the values of citizenship in the youth or can lead to a deviation in their behavior if the role models in state institutions are not appropriate.
The school, as a formal education institution, is a prominent tool in the life of every individual within society, as education is a significant and vital pillar in building a person’s character. The school plays a key role in promoting the values of citizenship by connecting students to their nation’s history and instilling in them the qualities of a good citizen, practicing the national anthem, participating in cooperative work, and respecting others
| [12] | Mehobi, Fawzi, and Boutbal, Saad Eddin. (2014). University Youth Attitudes Towards Citizenship in Algeria. Journal of Human and Social Sciences. University of Ouargla. No. 14. |
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.
The various media, including print, audio, and visual, play a significant role in a wide segment of society by presenting everything that elevates values, refines morals, aligns with education, and complements it in a form of non-formal education to build an active and righteous generation in society capable of mature and conscious thinking and feeling the importance of protecting the homeland and preserving its resources. Moreover, the role of media institutions, especially national television, is increasing, as it addresses the senses of hearing and sight. Television remains, at present, an integral part of a child's environment, spending many hours watching it. The child is capable of receiving and understanding the content of the programs they watch from the age at which they can sit in front of a television screen, and thus the age at which a preschool child is influenced by television can be determined to be between two and six years.
The internet and foreign non-national media, as an informal education system, especially social media, have a significant impact on shaping the national identity of generations. The frightening penetration of the internet and the almost total integration of all aspects of life with it, along with citizens' engagement in its applications to the extent that it has become an unavoidable choice for them, have contributed, in one way or another, to redefining the concepts of citizenship, the nation, and the citizen. The ruling authority and political systems have diversified their ways of manifestation by utilizing the tools and means of these digital and technological revolutions. Concepts such as electronic governance and digital democracy have emerged, which express a form of relationship between the state, its citizens, and its political institutions with modern technology and the applications of the internet and social networking. Furthermore, the internet and social media have been the main tools for many revolutions that have led to changes in political regimes in many countries.
Based on what the United Nations organizations, especially
| [19] | UNESCO, Education Sector. (2013). Education for Sustainable Development in the Field - Reference Book. Teaching and Training Materials No. 4. Publications of the United Nations Educational, Scientific and Cultural Organization - UNESCO. |
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, advocate for in terms of comprehensive sustainable development and the recognition of the role of non-formal education, there was a consideration for building an inclusive educational system for all forms of education that provides equal opportunities for everyone and contributes to social cohesion, while taking into account the principles of sustainability; which includes rights for citizens and duties, the first of which is the respect for identity, and this must be guaranteed by the state in order to achieve social cohesion and build a civilized state where its citizens enjoy social warmth.
2. The Problem of the Study and Its Questions
The study problem arises from the state of social disintegration in several Arab countries, including Syria, as a result of the failure to raise youth on citizenship and instill values of citizenship and belonging, especially in the last fifteen years during the armed conflict. Perhaps the revolutions in these countries are a result of the failure to cultivate values of citizenship and identity in both formal, informal, and non-formal educational systems, which led to a state of social disintegration. This resulted in civil war and external exploitation of this disintegration to fuel the conflict, and it also led to the emergence of conflicting ethnic identities in Syria; Arab, Kurdish, and conflicting sectarian identities within the same Islamic sect, some of which call for secession from the state into independent entities, similar to what happened in Sudan and Iraq.
The researcher's awareness of the problem was influenced by his personal experience; he worked as the director of the Center for Developing Educational Curricula in Syria in 2012 and reviewed existing educational curricula with development teams, focusing on the values of citizenship, cultural identity, and commitment to the Syrian constitution. Developed curricula were presented in 2016 and were evaluated by assessment committees, and studies and research were conducted on them at the master's and doctoral levels, praising the quality of their content and activities, including studies by (Ashour
]; Abdul Razzaq
]; etc.). A high inclusion rate of citizenship and identity values was shown in the content of social studies curricula; however, the results of those school curricula were not satisfactory, as social disintegration was the prevailing reality in the behavior of loyalty to the regime and opposition, evidenced by the ongoing conflict and war in Syria. At the same time, discussions among educators and politicians were taking place regarding the factors affecting education for citizenship, and numerous workshops were held by the Ministry of Education to discuss school curricula, along with a conference held by the Ministry of Education in 2019. Under the title (Educational Development: A Future Vision to Enhance the Building of the Individual and the Nation) to discuss school curricula and their development, one of the conference papers and recommendations emphasized the necessity of concerted efforts and collaboration with other entities interested in education to elevate education and teaching
| [15] | Saloum, Taher. (2019). The School of the Future in Syria According to the Requirements of the Knowledge Society: A Foresight Study, Educational Development Conference (A Future Vision to Enhance the Building of the Individual and the Nation), Ministry of Education, Damascus 2019. |
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; this inspired the researcher to consider studying the integration of forms of education to provide effective, comprehensive, and holistic education.
The thinking on the subject was further supported by what UNESCO (2016)
| [20] | UNESCO. (2016). International Expert Meeting on Recognizing Non-formal Education: Concepts, Mechanisms, Pathways, Successful Practices towards Building National Frameworks for Recognizing Non-formal Education (Final Report), from January 27-29, 2016, Beirut. |
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. did by holding an international expert meeting in Beirut regarding the recognition of non-formal education, emphasizing it and identifying successful practices towards building national frameworks for the endorsement of non-formal education. The researcher sees this as a confirmation of the integration between formal education and non-formal education.
This research also directed towards the modern approach in curricula that takes into account the influence of internal and external factors on the curriculum, as clarified by both Wilson
| [22] | Wilson, L. O. (2005). Curriculum course packets ED 721 & 726. unpublished. |
[22]
and Anthony
]. They demonstrated that educational curricula in the United States rely on a set of internal factors related to schools that are known alongside the official curriculum, the hidden curriculum, the null curriculum, the real curriculum, and others. It also depends on a range of external factors related to parents, stakeholders, the government, international bodies, as well as non-governmental organizations, the internet, and social media, among others. Thus, electronic curriculum, social curriculum, and media curriculum were identified, among others. The researcher believes that education for citizenship and social cohesion is in great need of this type of education that takes into account all internal and external factors, meaning all forms of education, so that curricula can fulfill their true role.
Upon reviewing previous studies on citizenship education, the researcher found that most of them address only one form of education; as most focused on school (formal) education as content or teaching method. Few studies have addressed it in two forms: school education and non-school or informal education. There is not a single study - to the best of the researcher's knowledge - that has addressed the integration of the three forms together in citizenship education. Hence, the problem of this study is defined by the following main question:
What is the role of the integration of educational forms in enhancing values of citizenship and identity and achieving social cohesion in light of a future vision for integration?
The study attempts through investigation, analysis, and inquiry to answer the following questions:
1) What is the relationship between the values of citizenship, identity, and social cohesion and their justifications?
2) What forms of education develop in generations the values of citizenship, identity, and social cohesion?
3) What is the reality of the application of educational forms (formal, informal, and non-formal) in Syria that has negatively impacted the values of citizenship, identity, and social cohesion?
4) What is the proposed model for future integration of educational forms in order to enhance values of citizenship and identity and achieve social cohesion?
5) What is the degree of agreement among the faculty members in the Faculty of Education at the University of Damascus on the integration model of educational roles in strengthening the values of citizenship and identity and achieving social cohesion?
4. Study Terms and Its Theoretical Framework
In order to answer the first question of the study's inquiries, it is necessary to define the values of citizenship, the values of identity, and social cohesion, and to elucidate the relationship between them and the impact of each on the other, as well as the other factors affecting them.
4.1. Introduction to the Values of Citizenship and the Values of Identity and the Relationship Between Them
A- Definition of Values: The term value linguistically means determination, preservation, reform, stability, moderation, and uprightness (Arabic Dictionary Lisan Al-Arab). The definition of values varies in different fields of science, and here we focus on the definition by educationalists, including that of Jaber Abdul Hamid Jaber in 1978, who defines it as "a concept that distinguishes an individual or a group about what is necessarily desirable and influences the selection of methods, means, and goals of work"
| [14] | Saloum, Taher and Al-Jamal, Jihad. (2009). Moral Education: Values, Curricula, and Teaching Methods. Al Ain - United Arab Emirates: University Book House. |
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. It is also defined as: "emotional and intellectual standards that individuals believe in, according to which they interact with things either by acceptance or rejection"
| [3] | Al-Hamshari, Abdul Hafiz. (2013). Social Psychology. Amman, Jordan: Dar Al-Fikr for Publishing and Distribution. |
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.
The concept of values differs based on the philosophies adopted by individuals. Idealism sees values as fixed and unchanging, while realism views them as the product of human experiences arising from tangible reality. Pragmatism, on the other hand, does not believe in absolute values; this philosophy concerns itself more with the usefulness of values rather than their existence. Existentialism posits that individuals are the creators of values, making them relative and personal. Islamic philosophy holds that values are a set of ideals, goals, beliefs, laws, means, and regulations for the behavior of individuals and groups, derived from the Holy Quran and the Sunnah of the Prophet
| [18] | Thlaijia, Manal. (2020). The Role of Community Institutions in Instilling Citizenship Values in Children, Social Empowerment Journal, Volume 02 / Issue 04 / December 2020, pp. 121-131. |
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.
B- Definition of Citizenship: Citizenship is a term derived from the word homeland, the homeland where we were born and lived, learned its concepts and traditions, and to which we have rights and obligations. Many who have discussed the definition of citizenship have agreed on the connection between rights and duties, or responsibilities and commitments. Citizenship has also been defined as "an emotional feeling of connection to the land and other members of the community living on that land, and this connection is expressed through a set of social values and a shared historical heritage." Therefore, citizenship is the root of social identity
| [18] | Thlaijia, Manal. (2020). The Role of Community Institutions in Instilling Citizenship Values in Children, Social Empowerment Journal, Volume 02 / Issue 04 / December 2020, pp. 121-131. |
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.
Citizenship has also been defined in connection with identity: it is based on fundamental pillars consisting of freedom, equality, and justice, especially social justice, as well as partnership and participation in the homeland. It requires legal practice and ongoing dialogue and legal frameworks that protect the individual citizen, just as they protect the rights of cultural groups and their specific sub-identities that should be respected
| [16] | Shabban, Abdul Hussein. (2020). Identity and Citizenship: Ambiguous Alternatives and Troubled Modernity. Beirut: Center for Arab Unity Studies. |
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.
Citizenship, from a psychosocial perspective, is defined as: acting responsibly towards members of one's community, embodying socially desirable behavioral models, having an intrinsic acceptance and fundamental commitment to the principle of citizenship, which requires participation based on conscious understanding, mutual understanding, and acceptance of rights and responsibilities, as well as a collective feeling that connects the members of the group and fills their hearts with love for the homeland and the community, alongside a readiness to exert maximum effort for their development and a willingness to die defending them. This psychosocial structure consists of three elements:
1) The cognitive element: based on the individual's knowledge of the homeland and the duties owed to it (responsibilities towards the homeland) and their knowledge of their rights within it.
2) The emotional element: love for the homeland and feelings towards it; the emotional aspect of citizenship is manifested in the concept of patriotism.
3) The behavioral element: practical expression of the rights of the homeland by defending it, defending citizens and their rights, and defending the rights of the state.
C- Values of citizenship: These are the beliefs that determine an individual's behavior towards the state they live in, which in this study refers to belonging and loyalty to the homeland, and includes beliefs and behaviors related to the performance of duties, rights, social participation, and public values
| [8] | Boutbal, Saad Eddine and Yahia, Samia. (March 2020). The Role of the School in Developing Citizenship Values among Learners, Journal of Humanities and Social Sciences, University of Algiers 2, Issue 23. |
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. The values associated with citizenship include: the value of community participation in decision-making - the value of freedom of expression - the value of individual responsibility for actions - the value of concern for human rights - the value of achieving justice and equality among members of society
| [7] | Ayouri, Faraj Omar. (2005). The Role of Primary Schools in Developing Citizenship Values among Students. Center for Educational Research and Development. Aden Branch. Yemen. |
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. The most important forms in which citizenship is realized include: belonging, rights, and duties.
D- Definition of identity: The anthropologist Lévi-Strauss defined it as the set of common traits by which a group of individuals identifies and recognizes itself; it is the culture they share and cherish, it is the beliefs they hold, it is the history they pride themselves on, it is clothing, it is food, it is drink, it is celebrations, it is mourning, it is symbols that distinguish them and have a uniqueness to them.
E- The relationship between identity and citizenship: This is evident in the definition of each, as citizenship is a geographical affiliation, while identity is a cultural affiliation. Citizenship is an affiliation to a specific land, while identity is an affiliation to certain beliefs, values, and standards.
If we work to define the concepts, we see that citizenship is a purely legal status for the individual; hence, it comes with a set of obligations that can be summarized in the principle of obedience, meaning obedience to the general and abstract law. It also comes with a set of political rights that can be summarized in the principle of resistance, meaning resistance against the tyranny of political or religious authority when such authority violates the fundamental rights of this legal personality, which are the natural rights or what is today called human rights. Even identity is considered a right of citizens, which is guaranteed by laws and legislations in the West.
As for identity, it is defined as a set of common traits by which a group of individuals recognizes and identifies themselves. It encompasses a shared culture, history, customs, traditions, and beliefs that a group of individuals shares, which they carry with them to any geography or country they settle in.
It seems, therefore, that there is a conflict and contrast between identity and citizenship; as citizenship transcends the characteristics of identity and rises above all racial and religious particularities. However, this apparent contradiction is currently explained by the absence of citizenship and the dominance of tyranny and oppression in our world. Clinging to identity often becomes a refuge when the criteria of belonging falter and the mechanisms of integration and assimilation within a single nation become strained.
One of the most prominent levels at which identity is invoked in its debate is the civic level at the legal and national level when discussing citizenship as a central concept in the modern state, representing alongside national sovereignty the most important components of the modern nation-state.
Citizenship in this perspective is a natural product of the right to nationality, and thus political openness is a prerequisite for citizenship if we want the state to be modern. This must be guaranteed by the constitution of the state and its legislations in respecting the diverse identities within the geography of the state.
The problem with identity lies in the lack of social and political freedom that allows everyone to express their inner self or identity. This is manifested in the freedom of cultural groups to cluster around themselves and the tendency of most of them to immortalize and preserve their own memory; (just as the Powhatan Indian tribe in the United States commemorates the first and largest tribe that fought against the white settlers in 1511, emphasizing its uniqueness and memory, and even ensuring its inclusion in the educational curriculum instead of the history of the white man), and this must be available to all citizens of the nation, with their diverse sects, denominations, tribes, races, and ideologies.
F- National identity: represents the sum of characteristics and traits of individuals, and thus it represents the characteristics of every nation. It expresses the peculiarities, distinctions, and affiliations of each nation compared to others
| [11] | Khalil, Abdul Rahim Ahmed Muhammad. (2013). Preserving National Identity in the Face of Contemporary Challenges in the Kingdom of Saudi Arabia - A Field Study, Journal of the Faculty of Commerce for Scientific Research, Assiut University, Faculty of Commerce, No. 54, June. |
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.
There are symbols of the homeland (a map of the homeland, a flag, historical figures, architectural sites, and historical events...) known as national symbols, which are the result of the history of the homeland and the heritage of the various identities within it that contributed to this history and built the homeland. The process of defining these symbols involves the participation of all citizens from different identities, which is why it is included in the country's constitution, and a referendum is conducted on them before they are circulated and published and included in educational curricula in its three forms. These symbols are considered constants of citizenship, constants of education on citizenship, and constants of a state of institutions, representing the national identity of the citizens of the homeland.
In conclusion, we find that identity is essential for citizenship; citizens must have a political system that respects their identities and provides fair economic and social relationships, along with laws that regulate these relationships. All of this is based on beliefs, values, and standards derived from the identities of the various groups of citizens. It is not the homeland to which citizens belong that determines the type of identity they adhere to; a single homeland may experience different, even contradictory regimes, but what remains constant in a homeland are the rights, duties, and cultural identities of the various groups of citizens.
G- Identity formation in the context of globalization:
Anthropological research shows us that identity goes through two essential phases: in the first phase, the child acquires identity during the socialization process thanks to compliance, that is, through internalizing and absorbing the knowledge, values, and symbols of the group to which they belong and conforming with it. However, in a second and more advanced phase, an individual's identity is constructed thanks to a relative distancing from the standards of tribe and clan and the entry into other educational institutions, primarily educational institutions and various media outlets that allow for the adoption of critical values and the embracing of specific rules characterized by independence, distinction, and individuality. Thus, loyalties and values become an individual and responsible choice rather than merely a hereditary commitment.
There are common dangers in the context of globalization and its means and tools, culturally, economically, and politically crossing borders; the irrational psychological structure and the collective delusions of intolerance and exclusion that crush individuals, threatening to drown the world in their bloody illusion that destroys humanity itself. The optimal solutions to confront these dangers lie in rehabilitating the citizen in our world and promoting a culture of citizenship and human rights for all citizens unconditionally, regardless of gender, religion, sect, or nationality, through media, education, and an enlightening religious discourse that opposes all forms of racism and fanaticism, within a homeland that is not just a geographical space but a collective interest for all its components.
4.2. Introduction to Social Cohesion and the Relationship Between It, Citizenship, and Identity
In order to answer the second question of the study's questions, it is necessary to define social cohesion and to clarify the relationship between it and both the values of citizenship and the values of identity, as well as the impact of each on the other:
A- Introduction to Social Cohesion: The term social or community cohesion often falls within one of two frameworks; the first relates to public policies and their procedures to explain the objectives of these policies and their rational reasons for improving the lives of individuals. Such as improving healthcare, education, social protection, and ensuring that everyone has a voice. The second is to explain social, political, and sometimes economic changes
| [9] | Faster Capital.(2024). Community engagement Social Cohesion Sticking Together Fostering Social Cohesion, Updated: 12 Jun 2024, https://fastercapital.com |
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.
The researcher defines social cohesion as a state of strong connections among members of the community based on a set of values, communication, and positive relationships in facing common challenges. This is achieved through individuals engaging in a series of effective social processes, represented in solidarity and participation in all areas for the development and growth of the community, which achieves quality of life for all of its members and positively reflects on the cohesion and integrity of the community, as well as harmony between groups and individuals within it, which in turn positively impacts the cohesion and strength of the state.
B- The relationship between citizenship, identity, and social cohesion:
The UNESCO report submitted by the International Commission on Education for the Twenty-First Century may serve as a starting point for understanding the relationship between the values of citizenship and identity on one hand, and social cohesion on the other; as Jack
| [10] | Jack, DeLore. (n.d.). Learning That Hidden Treasure. A report presented to UNESCO. The International Commission on Education for the Twenty-First Century. Cairo: UNESCO Publishing Center. |
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expresses in this report that achieving equal opportunities among community members to foster constructive thinking while preserving cultural identity and rejecting cultures that may harm community security, and helping individuals achieve stability, resilience, and authenticity, reflects on the cohesion of society and the stability of its members. It aids them in civic participation, teaches democracy, instills awareness of individual rights and duties, and adopts citizenship values that enable conscious participation in public life, and engagement in all economic, social, health, political, and religious fields. All of this contributes to the creation of an enlightened public opinion, leading to social cohesion and individual stability. Therefore, 'learning to live together' was one of the four pillars of lifelong education defined by the UNESCO report.
Since education aimed at achieving the values of citizenship, which include fulfilling the duties and rights of community members and respecting the cultural identities of individuals and groups within the state, contributes to the creation of an informed public opinion that leads to community cohesion and the stability of its individuals, it is a form of education and learning to live together. This positively reflects on the interconnectedness and cohesion of the community and the harmony among its groups and individuals, which in turn positively impacts the strength and unity of the state.
4.3. Introduction to the Forms of Education and Their Integration
In order to answer my study questions (2 and 4), it is necessary to define the forms of education (formal, non-formal, and informal), and to clarify the relationship between them and each of citizenship values, identity values, and social cohesion, as well as the effect of each on the others and to design a model for their integration.
4.3.1. Forms of Education
There are multiple forms of education in general, including the classification of education into two categories: formal education and informal education. Another classification agrees with this by distinguishing between formal and non-formal education, while a binary classification presents formal education and informal education. These classifications align in content but differ only in nomenclature. Education has also been defined in a threefold classification: formal education, informal education, and non-formal education
| [4] | Al-Jiushi, Fatima and Al-Shamas, Eessa. (1996). General Education (1). Damascus: Faculty of Education - University of Damascus. |
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. This study adopted the threefold classification as it is the most widespread among them; this is to describe the factors influencing the education of young people and to develop their values of citizenship, identity, and social cohesion, as all of these relate to the lives of young people in their home, school, and surrounding community. These represent the entities that impact the instillation, adjustment, or alteration of behaviors in young people. It is useful in this study to clarify the threefold classification and define it operationally to eliminate ambiguity for the reader of the study, which is:
A-Formal Education: Formal education is defined as an organized teaching and learning process that takes place in official educational institutions such as schools, universities, and colleges. This type of education is characterized by the presence of specific curricula, qualified teachers, and a structured educational environment that focuses on providing knowledge and skills systematically. Among its main objectives is socialization through instilling social, cultural, and ethical values in the students, in addition to equipping them with fundamental knowledge in various scientific and literary fields, enhancing critical and analytical thinking, problem-solving skills, and preparing them to enter the job market and contribute to economic development.
B- Non-formal education: Non-formal education is defined as a process of teaching and learning that takes place outside the formal framework of educational institutions. This type of education includes various educational activities occurring in non-educational institutions, such as training courses in workplaces of any kind, as well as activities conducted by the Ministry of Culture and the Ministry of Media. Its general aim is to develop skills, knowledge, values, and attitudes.
C- Non-systematic education: Non-systematic education is defined as a spontaneous teaching and learning process without planned educational programs carried out outside the official framework of educational institutions, in the spaces of the internet and external media. What is important here is what this education includes within the country of various activities that take place in informal environments such as homes, clubs, local communities, behaviors in workplaces, behaviors in state administrations and their activities, legislation, and the behaviors of politicians, law enforcement, and office transactions. Young individuals acquire it through practice and role models through daily life experiences and social interaction.
The novelty in this triadic classification in this research is that it distinguishes between internal media (audiovisual, audio, and written...) which has its goals and can be controlled and directed to be included in (non-formal education), and external media which cannot be controlled and whose goals are unknown, to be included in (non-systematic education). The internet has also been added as an external factor, along with the behaviors of politicians, law enforcement, and office transactions as an internal factor, which correspond to the hidden curriculum, the parallel curriculum, the media discourse approach, and the electronic approach according to Anthony's
classification of factors influencing the educational curriculum.
4.3.2. Introduction to Foresight Studies
It is an expression of futures studies and represents a scientific trend that focuses on refining data and improving processes, determining, exploring, and studying future scenarios based on which decisions are made in various fields of human behavior, including education. It aims to assist decision-makers, educational policymakers, and curriculum designers in wisely choosing among the available alternative curricula for action at a given time, within the framework of their purposes and values. Thus, futures research or foresight does not only rely on studying past and present data and being concerned with it, but also involves envisioning and anticipating possible and probable future alternatives, selecting the desired ones, and planning for their implementation
| [2] | Academia.edu. (2015). Futures. Revue Des Sciences Humaines. Volume 26, Numéro 3, Pages 255-270, https://www.academia.edu |
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.
Foresight has been used in this research to review the consideration of the values of identity and citizenship to achieve social cohesion in the three forms of education (formal, informal, and non-formal) in the past and present in Syria, and to present a future vision for the integrated consideration of these values in formal curricula to achieve social cohesion, and to develop a schematic model for working on them.
4.3.3. The Integration Between Forms of Education and the Proposed Prospective Model
According to Young (2014)
| [23] | Young, D. (2014). A21st-century model for teaching digital citizenship, educational horizons, February/march. |
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, the challenges of the era and the revolution in information and communications and media have made it imperative to enhance moral values and the national identity of the youth to face these challenges. Values in general and national identity are a social necessity for any society because they are the reason for the cohesion, advancement, and enduring civilization of a community, which necessitates the care of educational institutions at all levels to contribute to achieving citizenship (p. 66). Thus, Young emphasizes the need to strengthen values of citizenship and identity through all forms of education to achieve social cohesion.
The integration of the three forms of education has emerged to enhance the values of citizenship and identity, and to achieve social cohesion, in line with the modern trend in curricula that take into account the impact of internal (school or systemic) and external (non-school) factors related to parents, stakeholders, the government, international bodies, as well as NGOs, the internet, and social media, among others, as clarified by Wilson (2005)
| [22] | Wilson, L. O. (2005). Curriculum course packets ED 721 & 726. unpublished. |
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and Anthony (2019)
- reinforcing what was previously indicated - highlighting the urgent need to achieve societal cohesion.
In line with UNESCO's recognition of the role of non-formal education, it can be said that formal, non-formal, and informal education can integrate to achieve better results in the development of individuals and communities, instilling values, knowledge, and skills in general, and fostering values of citizenship, identity, and sustainability
| [20] | UNESCO. (2016). International Expert Meeting on Recognizing Non-formal Education: Concepts, Mechanisms, Pathways, Successful Practices towards Building National Frameworks for Recognizing Non-formal Education (Final Report), from January 27-29, 2016, Beirut. |
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. The formal education system can benefit from non-formal activities to develop life skills, enhance creative abilities, and deepen theoretical knowledge provided in formal education. Conversely, non-formal and informal education can benefit from the academic and knowledge foundations provided by formal education to offer integrated and comprehensive education. The three forms of education can play a pivotal role in shaping individuals' personalities and developing their abilities, each with its own unique advantages and objectives. When effectively combined, they can achieve comprehensive and balanced development for both the individual and society. Communities must recognize the importance of the integration between the two types to ensure inclusive and sustainable education that contributes to building a strong and prosperous society.
In addition, the principles of sustainable development and its activities in education require the integration of different forms of education to enhance the values of citizenship and identity and achieve social cohesion. The principles stipulate 'respecting and appreciating different cultures and human diversity, as well as positive cooperation and interaction with others, to achieve positive change in their communities', and 'enabling learners to acquire skills that allow them to contribute to the development of their communities', along with 'solidarity', 'tolerance', and 'integrating sustainability values into education, especially the values of citizenship' (sustainability/sustainable-educational-services, 2024)
| [17] | Sustainability/sustainable-educational-services/. (2024). The Education for Sustainable Development in Pre-University in Australia, New Zealand and the United Kingdom and the Possibility to Be Benefited from Them in Egypt https://platform.almanhal.com/Files/2/111598 |
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. Sustainable education provides equal opportunities for all without discrimination, integrates sustainability principles and values, led by citizenship and identity, into the content of teaching and its innovative methods in formal education, the content of non-formal education programs, as well as in the legislation, policies, and practices of state institutions and the management of civil associations and organizations. This approach ensures an inclusive and fair educational system for future generations, and these principles should form the foundation upon which formal education curricula and non-formal education programs are built, as well as a basis for state legislation and the behaviors of its officials, that constitute non-formal education; these principles are also rights of the citizens, and it is the duty of the state to provide them to everyone equally.
Integration takes place through activities in the official curriculum that is actually presented to students; students explore and discuss ideas in the following curricula with their teachers:
1) The hidden curriculum (discusses and examines school life and behaviors in school).
2) The rhetorical curriculum (discusses and examines the ideas and behaviors of politicians).
3) The media curriculum (discusses and examines ideas presented in satellite channels and domestic and foreign media).
4) The electronic curriculum (ideas presented on the internet and social media).
5) The community curriculum (discusses and examines ideas presented in the family and among peers).
6) The accompanying curriculum (discusses and examines ideas presented in various community institutions).
7) The illusory curriculum (explores and discusses ideas proposed in the prevailing culture).
This covers the ideas presented in the field of citizenship, identity, and social cohesion in actual curriculum activities, which can be binary between two forms of education or tertiary among the three forms according to the following diagram
Figure 1:
Figure 1. The integration between the three forms of education (prepared by the researcher).
Figure 2 illustrates this integration between forms of education in the following model presented by the researcher to promote the values of citizenship and identity and to achieve social cohesion.
Figure 2. A diagram of the integration of educational roles to promote the values of citizenship and identity and to achieve social cohesion (prepared by the researcher).
5. Results of the Current Study Surveys
In order to answer the third main research question, which represents its practical aspect and discusses the results of the survey and analysis of the reality of education on the values of citizenship, identity, and social cohesion in the three forms of education in Syria, the results are as follows:
5.1. The Reality of the Values of Citizenship and Identity in the School Curricula (Formal Education)
The primary principle in the values of citizenship that should be presented to generations in their school curricula is that it must reflect the direction of the public of the nation and the philosophy of society, rather than the direction of a particular faction or ideology that has held power for a certain period. When a different authority comes into power, it should not present content that contradicts previous education. We should not provide generations with contradictory values that contain conflicting attributes of citizenship and belonging, as this type of curriculum undermines the national identity and belonging in the minds of the youth; and this is perhaps one of the greatest challenges facing citizenship education. The behaviors of the previous regime in constructing school curricula that presented values of citizenship according to its own ideology, symbols, individuals, knowledge, events, and holidays, only for the new authority to erase and replace them, further illustrate this issue. This was expressed in the decision by the Ministry of Education
| [13] | Ministry of Education, Syria. (2024). Decision of the Ministry of Education in the new authority in Damascus on 18 Jumada Al-Akhira / 1446 AH, corresponding to 29/12/2024 - Points required to be removed from the school curricula. |
[13]
. in the new authority in Damascus on the 18th of Jumada Al-Thani / 1446 AH, corresponding to December 29, 2024. We mention, as an example and not limited to, the points that require removal from the school curricula because they are linked to the fallen regime, including the following:
Deleting names and images (national flag, national currency, passport, Unknown Soldier monument, libraries, reserves, hospitals, universities, dams and lakes, industrial, agricultural, and tourist projects, martyrs of Arab nationalism, October liberation war, personalities and heroes from the history of Syria, blood donation, symbols of the nation, images of statues and sculpted statues) because they are from the previous regime. - Deleting texts (section on empowering the Arabic language, literature of resistance, literature of national and pan-Arab issues, text of the nationality law, deleting defense of the homeland, the martyr from being killed in defense of the homeland) due to their association with the previous regime. - Deleting what relates to the leaders of the national movement on May 6, 1916, and deleting Martyrs Day 1916. - Deleting images of landmarks from before Islam: historical figures (Hammurabi) and inscriptions and names of gods for their divergence from Islamic beliefs.
Here, a pause is required to discuss the mistake resulting from the imposition of the ideology of the former ruling authority in the curricula, which occurred when symbols were presented as national and patriotic without including those that the entire community, with all its sects, doctrines, races, and tribes, agrees upon as national and patriotic symbols. Thus, the naming of cultural (architectural, cultural, educational, economic, health, service, tourism, etc.) establishments in the previous regime was based on the authority's ideology. This is what we fear with the new authority; that it will replace the names and fall into the same mistakes of the previous authority, leading to the scattering of national values among generations due to the contradictions found in the values presented in its curricula.
5.2. The Reality of the Values of Citizenship, Identity, and Social Cohesion in Cultural and Media Institutions (Non-formal Education)
Perhaps the Syrian drama, in its diverse artistic works and differing intellectual directions, has enriched the discussion of topics and increased the richness of Syrian drama. We see this in the varied intellectual trends of Syrian artists, who have presented the Syrian citizens with images of identity and citizenship from multiple angles, thereby enriching the upbringing of the youth.
However, the media programs, in what they presented in terms of glorifying figures of authority and providing opportunities for some figures to present their ideological orientations while preventing others from doing so, included radio and television programs as well as newspaper and magazine pages, to the point that it was said they were the horns of authority, which harmed democracy, glorified tyranny, neglected rights, and undermined their educational message.
Perhaps the publication of the book in the Ministry of Culture, with its richness and diversity of topics, made it a cultural and educational contribution within the framework of the ministry’s non-formal education, as its periodicals and the topics presented in its cultural centers did not reach it, while the programs for literacy and adult education have not risen in content and application to the level of educational democracy and the rights of citizenship in providing education for all.
It can be deduced from irregular activities that there are aspects that are not agreed upon by the public of the nation and its philosophy, and thus their educational outcomes can lead to disagreement and conflict, which is what is observed in reality on the ground in Syria.
In general, it is self-evident the importance of presenting beautiful values of citizenship, identity, and social cohesion in the content of the systematic or school curriculum. However, education on citizenship will not achieve its full objectives unless the media and culture, along with their institutions, align to present the values of citizenship and identity in a way that corresponds with public trends, contributing to social cohesion.
5.3. The Reality of the Values of Citizenship, Identity, and Social Cohesion in the Legislation and Behaviors of State Institutions (Non-systematic Education)
The youth view the legislation and decisions of the ruling authority and the behaviors of its officials as the standard and model for their current and future behaviors. It is a form of informal education for the youth that they imitate in their daily lives and in the tasks assigned to them in state institutions. If the behaviors of the system are random, negative, unstudied, individual, or personal whims far removed from sustainable planning for the institutions, it negatively impacts the upbringing of the youth towards citizenship, as well as negatively affecting the sustainable development of a state of institutions and public finances as well. These behaviors collide with any new authority that contradicts its ideology and the aspirations of its individuals, looking to eliminate them. The overall scene does not require much effort in observation, inquiry, and exploration to reveal the extent of violations of citizenship values and identity in a previous system that was supposed to operate in a state of institutions. We present some of these behaviors that represent violations from the former system and which the current system has opposed after the victory of the revolution in Syria, for example but not limited to:
1) Building statues for the president in cities and towns across Syria with huge funds from the state's budget, then the current regime came and destroyed them. Statues are supposed to be built for historical symbols that unite the people of the nation and symbolize the unity and dignity of the homeland. They should not be a burden or source of annoyance for a part of society, so that they do not become a factor of division instead of being a uniting factor.
2) The naming of cultural centers, national libraries, hospitals, sports facilities, and educational institutions from universities and schools after individuals and symbols of the previous regime, and spending vast amounts of money on the requirements to establish these names structurally, only to remove them later. The names should reflect historical figures that are agreed upon by the people of the nation and symbolize national unity and pride, rather than being reserved for the ruling authority.
3) The president's image is printed on the national currency and financial stamps, and it is supposed to include national symbols and figures from Syria's history that have national consensus.
4) Adopting a flag for the country without national consensus on its adoption previously and currently......
5) The president's image is printed in school textbooks....... etc.
The list continues to grow with what has been adopted as national symbols for the younger generation to be raised on in the previous regime, which has not been adopted in the system after the revolution. This contradiction is a shock and confusion in the minds of the youth and affects their directions and national values, as well as their social cohesion. It contradicts the principles of sustainable education and constitutes a violation of sustainable development in a state of institutions, as it wastes the state's resources that should be preserved for present and future generations.
It is necessary to include the rights and duties of the citizen in the constitution and legislation, in addition to respecting the identity of the citizen in its diversity. It is not enough to include it textually; the educational message must be experienced by the citizen practically in their daily life (non-formal education). It is not sufficient to state in the constitution that private property is protected while the citizen witnesses authority figures confiscating homes without justification because they belong to individuals with opposing political views. It is not sufficient to include in educational curricula the provision of freedoms for citizens and the application of the law while learners observe the unlawful arrest of individuals due to their political or ideological affiliations.
It is quite clear that no matter how much beautiful values of citizenship, identity, and social cohesion are presented in the content of the formal or school curriculum, and even if the media and its institutions, along with culture and its technologies and institutions, align to promote citizenship, identity, and the necessity for social cohesion, if these values are not reflected in the practical behaviors of state institutions, legislation, decisions of the ruling authority, and the behavior of its representatives, then the educational message is contradictory and incomplete. To be complete, it must be practically lived by the citizen in their daily life (non-formal education). They must see it in equality, justice, and democracy, because the absence of these leads to the fragmentation of society and a feeling of marginal identities enduring injustice and isolation, potentially leading to conflict and violence.
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