Validation of the Model for Improving the Quality of Islamic Education Courses in Iraqi Universities
1- PhD student, Department of Educational Management, Isf.C., Islamic Azad University, Isfahan, Iran
2- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran ,n.saeidian@iau.ac.ir
3- Department of Educational Management, University of Tikrit, Salahuddin, Iraq
4- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran
2- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran ,
3- Department of Educational Management, University of Tikrit, Salahuddin, Iraq
4- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran
Abstract: (21 Views)
Objective: The present study aimed to validate a model for improving the quality of Islamic education courses in Iraqi universities.
Methods: This study employed a descriptive–survey design. The statistical population consisted of all professors of Islamic education in Iraqi universities in 2025 (N = 1,517). Using proportional sampling, 375 professors were selected as participants. Data were collected through a researcher-developed questionnaire grounded in the theoretical framework of the study, consisting of 37 items rated on a five-point Likert scale. Content validity was confirmed by subject-matter experts, and face validity was verified by a group of respondents. The reliability of the instrument was established using Cronbach’s alpha coefficient (α = 0.812). Data analysis was conducted using confirmatory factor analysis.
Results: The findings indicated that several factors significantly contributed to improving the quality of Islamic education courses in Iraqi universities. These included factors related to professors, macro-level higher education policies, university policies, the Islamic identity of the university, and the curriculum of Islamic education courses. Confirmatory factor analysis demonstrated that the proposed research model exhibited a satisfactory fit.
Conclusions: The validated model highlights the multidimensional nature of quality improvement in Islamic education courses and underscores the importance of faculty-related, policy-related, institutional, identity-based, and curricular factors. This model can serve as a useful framework for policymakers and university administrators seeking to enhance the quality of Islamic education in Iraqi higher education institutions.
Methods: This study employed a descriptive–survey design. The statistical population consisted of all professors of Islamic education in Iraqi universities in 2025 (N = 1,517). Using proportional sampling, 375 professors were selected as participants. Data were collected through a researcher-developed questionnaire grounded in the theoretical framework of the study, consisting of 37 items rated on a five-point Likert scale. Content validity was confirmed by subject-matter experts, and face validity was verified by a group of respondents. The reliability of the instrument was established using Cronbach’s alpha coefficient (α = 0.812). Data analysis was conducted using confirmatory factor analysis.
Results: The findings indicated that several factors significantly contributed to improving the quality of Islamic education courses in Iraqi universities. These included factors related to professors, macro-level higher education policies, university policies, the Islamic identity of the university, and the curriculum of Islamic education courses. Confirmatory factor analysis demonstrated that the proposed research model exhibited a satisfactory fit.
Conclusions: The validated model highlights the multidimensional nature of quality improvement in Islamic education courses and underscores the importance of faculty-related, policy-related, institutional, identity-based, and curricular factors. This model can serve as a useful framework for policymakers and university administrators seeking to enhance the quality of Islamic education in Iraqi higher education institutions.
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