University of Kerbala
Asst.Prof.Dr. Hasan Mohammed Kadhim
Asst.Lect. Ibaa Aldeen Husam Abbas
College of Islamic Science
College of Education and Human Sciences
In developing countries, people suffer from economic, political, health, and social deterioration, which greatly burdens educational institutions. These institutions cannot afford to neglect their responsibility. Many of the causes of this deterioration result from the shortcomings of these institutions at some point. Their primary concern was to provide learners with as much information as possible without ensuring that they could effectively apply it in their daily lives, build their personalities, and form a holistic understanding of the world around them. The prescribed curriculum is not designed to enable learners to make use of this information, and the teacher involved in the educational process may not be attentive to this aspect. Consequently, the generations have become superficial and unable to distinguish between right and wrong, making them easily susceptible to exploitation for personal, political, and economic gains.
If educational institutions want to fulfil their essential duty, they must adopt the principles of sustainable development in preparing and developing the learner’s personality. They should also equip teachers with the necessary qualifications to achieve the desired objectives, ensuring that learners acquire knowledge and life skills that enable them to make the most of available resources without compromising the rights of future generations (Harris, 2002, 1-10).
While sustainable development may be a recent concept in Arab societies, its essence finds parallels in our Islamic heritage. The Quranic verses and the sayings of the Prophet Muhammad (peace be upon him) emphasize the importance of benefiting from God-given resources in an organized manner to ensure the welfare of all. Islamic teachings advocate moderation and avoiding wastefulness, as evident in verses such as ” O children of Adam, take your adornment [i.e., wear your clothing] at every masjid, and eat and drink, but be not excessive. Indeed, He likes not those who commit excess.” (Al-A’raf 31) and ” And He is who causes gardens to grow, [both] trellised and untrellised, and palm trees and crops of different [kinds of] food and olives and pomegranates, similar and dissimilar. Eat of [each of] its fruit when it yields and give its due [zakah] on the day of its harvest. ” (Al-An’am 141). “Thus will thy Lord choose thee and teach thee the interpretation of stories (and events) and perfect His favour to thee and to the posterity of Jacob – even as He perfected it to thy fathers Abraham and Isaac aforetime! for Allah is full of knowledge and wisdom.” (Yusuf 111).
The teachings of the Prophet Muhammad (peace be upon him) also promote this commendable human behavior, as he advised: “Eat, drink, and give charity without extravagance or show.” The same sentiment is reflected in the teachings of the purified members of his household (peace be upon them all).
In light of this, we are obligated today to correct the course and achieve comprehensive development by reevaluating the policies and plans of the institutions responsible for preparing future generations. This reevaluation aims to identify strengths, enhance them, pinpoint areas of weakness, and propose viable solutions that align with the nation’s heritage while keeping pace with advancements in knowledge and technological progress.
At the forefront of this endeavor are educational institutions, given their responsibility for equipping generations to face continuous transformations in human life (Atiya, 2009: 274). Education plays a crucial role in the development of society, shaping individuals’ behaviors, thoughts, and positive attitudes towards life in general (Zaidan, 2007: 27).
Therefore, it is education that shapes life and civilization, preparing individuals and building their communities. Through education, members of society draw inspiration for their knowledge, and their personalities are developed to reach the highest levels of academic achievement and the ability to achieve psychological harmony and social adaptation (Nasrallah, 2008: 15).
A study conducted by UNESCO, known as the “Jacques Delor Report” titled “Learning: The Treasure Within,” emphasized the pivotal and fundamental role of education in the progress of societies. It plays a crucial role in educational, social, cultural, and economic advancement, especially in developing human capabilities and fostering continuous and sustainable self-development (Al-Abdullah, 2004: 21) (Al-Tamimi, 2010: 2).
Therefore, we must contemplate our educational reality and ask ourselves: What do we want to achieve? Do we truly want an educational system that keeps pace with the demands of the era and embraces the principles of sustainable development? Or do we want an educational system that merely prepares students to pass exams?
It is not expected that the answer lies in the second part of the question. Hence, we are obliged to uplift society based on philosophical, social, political, and civilizational values derived from the community served by the educational institution. We must consider the aspirations, needs, and developmental requirements of the environment, as well as the relationship between our society and other communities and the world (Al-Abdullah, 2004: 35).
In light of rapid changes, which represent a disregard for the human spirit and its destruction, exploitation for the sake of religious devotion, wastage of resources and wealth, and causing harm to the environment as its prominent features, there is an urgent need to focus on sustainable development and its dimensions. It plays a crucial role in helping future generations confront these changes, avoid falling into similar patterns, and prevent their repetition (Khan, 2004: 225).
Therefore, the desired objectives can only be achieved by incorporating concepts in the curriculum that equip students with proper life skills (Kaushik, 2002: 575). According to the researchers, these concepts and dimensions are encompassed by sustainable development.
Conclusion
The observer of political, social, religious, economic, and even environmental conditions finds evident deficiencies that lead to fundamental questions seeking practical and effective scientific answers. Perhaps all of these inquiries converge to one necessary answer, which is the need to reevaluate educational and learning practices and incorporate sustainability concepts. This ensures their role in building a society and preparing individuals to engage in a sound, peaceful life characterized by adherence to customs, laws, and principles, translating into peaceful coexistence, optimal resource utilization, preservation of the country’s wealth, and the rights of others to benefit from it. This guarantees its continuity for future generations, according to the researchers’ viewpoint.
Creating an educational space that allows learners and researchers to explore religious and intellectual heritage in the light of sustainable development concepts and dimensions, and addressing this overlooked aspect in learners’ preparation. Encouraging researchers and sparking their interest in conducting methodological studies that incorporate sustainable development concepts into all service institutions. Presenting a range of sustainable development concepts according to their dimensions tailored to the learners’ age group, and providing practical examples related to integrating sustainable development concepts into educational and academic plans and practices.
References
1. Holy Quran
2. Al-Tamimi, A. (2010): General Teaching Methods “Traditional and Modern,” Dar Al-Horra, Baghdad.
3. Zaidan, M. (2007): The Productive Competence of the Teacher, 1st ed., Dar Al-Hilal Library, Beirut.
4. Al-Abdullah, I. (2004): Educational Reforms to Address the Requirements of the Era and Challenges of the Future, 1st ed., Al-Matbuat Publishing and Distribution Company, Beirut, Lebanon.
5. Atiya, M. (2009): Modern Curricula and Teaching Methods, Dar Al-Manahij, Amman, Jordan.
6. Harris, A. (2002).School improvement: what is in it for school? London: Routledge, Falmer.
6. Kaushik , V. (2002) : Teaching of social studies in Elementary schools , An sari Road ,Daryaganj , new Delhi.
7. Khan , M.A (2004) : Teaching social studies in secondary schools , Ansar Road , Darya Ganj , New Delhi.
