نوع مقاله : علمی ـ پژوهشی
نویسندگان
1 ، استادیار گروه آموزش معارف اسلامی، دانشگاه فرهنگیان
2 عضو هیات علمی دانشگاه فرهنگیان
3 استادیار گروه آموزش معارف اسلامی، دانشگاه فرهنگیان
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Values play a fundamental role in shaping individual behaviors and attitudes; however, when differing values come into conflict within group settings such as universities, managing these conflicts becomes especially important. Students, as a group of young individuals who are in the process of forming their identity and value systems, face multiple value conflicts that can affect their social interactions and academic performance.This study aims to analyze the strategies for managing value conflicts in the religiosity experiences of female students, relying on the framework of Schwartz’s Value Theory to examine the methods and approaches used to cope with this challenge. Accordingly, the present research is applied in terms of purpose and qualitative in terms of methodology, specifically employing thematic analysis. Data were collected through semi-structured interviews with 215 female undergraduate students at Islamic Azad University, Isfahan Branch, and analyzed using Braun and Clarke’s inductive–practical thematic analysis approach.The findings revealed that students, when confronted with a structural conflict between values of tradition preservation (security, conformity, tradition) and openness to change (autonomy, stimulation), employ complex strategies such as creative integration, personal redefinition, rational consultation, and practical balance seeking. This process not only reflects their active agency in constructing the meaning of religiosity in a secular age but also outlines a model of dynamic adaptation that can serve as a basis for educational interventions and cultural policymaking.The study demonstrates that students’ religiosity is a reflective and adaptive project shaped within the field of globalized and local forces.
کلیدواژهها [English]
)