1 PhD student in Sociology, Central Tehran Branch, Islamic Azad University, Tehran Iran
2 Associate Professor, Department of Sociology, Faculty of Social Sciences, University of Tehran, Tehran, Iran
3 Assistant Professor, Department of Social Communication Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Purpose: This study was conducted with the aim of identifying and prioritizing the components of desirable citizenship in terms of the official system of the Islamic Republic and among students.
Methodology: The study method of this study was quantitative-qualitative, based on which, first by reviewing official documents (Constitution and the document of fundamental transformation of education) with the logic of qualitative content analysis method, the components of desirable citizenship education considered by the Islamic Republic of Iran theoretically, Fish Removed. Then the quality coding process was performed on them. In order to identify the position of citizenship components and their manifestation among students (analysis unit), among boys' high school teachers in Tehran as a unit of observation by survey method and using multi-stage cluster sampling, A sample of 210 people was selected. Data were collected using a self-made questionnaire with an alpha value of 0.82, Achieved at an acceptable level. Data analysis was performed using SPSS software and exploratory factor analysis at a significance level of 0.05.
Findings: In this study, by analyzing the document of the constitution and the document of fundamental change in education, it was determined that the components of citizenship education are regulated and implemented with the focus on religion and reaching the nearness of God. Accordingly, a religious citizen with desirable religious, devotional, and cognitive characteristics and in the field of social action with the characteristics of social benefit, participation and role-playing is considered a desirable social. By examining the axes of citizenship among the students, the component of trust and social responsibility with (especially the value of 0.612 and strategic educational awareness with the special value (1.226) had the least manifestation among the students.
Conclusion: By examining the ratio of quantitative and qualitative parts, it can be concluded that the need to pay attention to the priorities of educating students as future citizens can help the internal convergence of the formal system and the reality of society.