The Presence of Prophetic Hadith Texts in Arabic Language Textbooks for the Primary Education Stage: An Analytical Study to Enhance Linguistic and Religious Integration

Abstract

This study addresses the analysis of the presence of Prophetic Hadith texts in Arabic language textbooks for the primary education stage, in the context of exploring mechanisms of epistemological integration between linguistic skills and religious values in the Algerian school curriculum. It aims to reveal the extent to which these texts are employed to serve educational and linguistic objectives, and their contribution to instilling religious values in the learner. The study adopted the descriptive-analytical method, using content analysis as a tool to examine the sample, which included the official school textbooks for the five years.

         The results revealed quantitative and qualitative variation in the presence of Hadiths, with a total of 22 Hadiths, where the second year recorded the highest rate of presence (45.45%), while they were completely absent in the third year. The analysis results also showed diversity in the contexts in which the Hadiths appeared, including memorization, comprehension, and expression activities, and in the values they promote—devotional, ethical, and social. The study concluded that structural and thematic integration between subjects in the first and second years contributed to a strong presence of Hadiths, while their use in Arabic language activities in the advanced years indicates early signs of the desired functional integration. The study presents a set of recommendations to enhance this integration in curriculum development.