A Proposed Framework for the Educational Values System in the Primary Arabic Language Textbooks for the First Three Grades of Basic Education: "First Grade as a Model"

Abstract

This research aimed to provide a proposed framework for the educational values system in the first-grade Arabic language textbook in Libya. The researcher employed the descriptive analytical method using content analysis. The sample comprised the first-grade Arabic language textbook prescribed for the academic year 2025/2026. A content analysis card was designed, comprising 51 values distributed across seven main domains. The results revealed 73 occurrences of educational values: personal and health values dominated with 45.21%, followed by moral and cognitive values at 15.07% each, national and environmental values at 12.33%, and social values at 8.22%. Meanwhile, faith-based values dropped to 4.11%, and worship-related values were entirely absent (0.00%). The study concluded that there is a severe imbalance and lack of relative equilibrium in presenting the value system within the textbook, heavily favoring the personal and health domain, which led to the omission of several targeted worship, faith, and social values for this stage. Based on these conclusions, the researcher developed a proposed framework centered on rebalancing the distribution of the value system to address quantitative and qualitative gaps by linking texts, activities, and accompanying illustrations with behavioral reinforcers and practical applications.