This study aimed to evaluate the content of the Cambridge International Curriculum for English as a Second Language for the ninth grade from an Islamic perspective in the State of Palestine. To achieve this objective, the study employed the descriptive approach using the content analysis method. The research instrument was a content analysis form developed based on previous literature. The study population and sample consisted of the content of the Learner Book for the ninth grade for both the first and second semesters. The study found that the total occurrences of Islamic indicators within the curriculum content amounted to 1,622 across both semesters. The most prominent foundational aspect in the curriculum content was the Divine Guidance (Hudā Allāh) principle, which constituted 29.41% of the total occurrences. This was followed by the Knowledge and Culture principle, accounting for 26.51%. Next were both the Human Nature principle, with 15.84%, and the Social Nature principle, with 15.78%. These were followed by the Cosmic Nature principle, which constituted 9.06%. The least represented foundational aspect in the curriculum content was the International Relations principle, which accounted for only 3.39%.

Title

مجلة العلوم النفسية والتربوية

Publisher

جامعة الوادي

Publisher Country

Algeria

Publication Type

Prtinted only

Volume

11

Year

2025

Pages

15-34