The Level of Inclusion of Cyber-Derived Crimes in Islamic Education Textbooks for the Basic and Secondary Stages in Jordan and Proposals for Enriching their Content

Abstract

The study aimed to reveal the extent to which crimes emerging from the virtual world are included in Islamic education textbooks for the basic and secondary stages in Jordan, and then to provide a proposed vision for enriching them. The content of Islamic education textbooks for the basic stage (seventh, eighth, ninth, and tenth) and the secondary stage (eleventh and twelfth) was analyzed based on a content analysis list prepared for this purpose. The crimes were classified into three main domains: the moral and social domain, the economic domain, and the educational and cultural domain, with each domain containing several sub-crimes. The content analysis was conducted after verifying the validity and reliability of the instrument.

The study found that the total frequencies of crimes emerging from the virtual world included in the basic stage textbooks reached (12) frequencies, and in the secondary stage (30) frequencies. In both stages, the social and moral aspects domain obtained the highest frequencies. The twelfth grade ranked first among all grade levels, while the seventh-grade textbook was completely devoid of any frequencies. Some sub-crimes appeared without any frequency in all textbooks.

Moreover, the results showed a difference in the frequencies of crimes included in the textbooks according to the educational stage in favor of the secondary stage textbooks. The study also presented a proposed vision on how to include crimes emerging from the virtual world in Islamic education textbooks for the basic and secondary stages. In light of the results, the study recommended the necessity of paying more attention to the level of inclusion of virtual crimes in Islamic education textbooks for both stages, and focusing on the sub-crimes that were not included or had low inclusion.