The Extent to Which National Values Are Present in History Curricula at the Basic Education Stage in Libya

Abstract

This study aimed to identify the most important national values that are required to be available in the content of History curricula in the second cycle of basic education level in Libya and to determine the availability of these values in these curricula. The sample was represented in the History curricula in the second cycle of basic education level of the academic year 2024/2025. The researcher used the descriptive analytical approach represented in the content analysis method by preparing a list for content analysis that included 40 national values.

The study revealed the following results;

It was found that the content of the curricula generally include(20) national values, accounting for (50%) of the total values proposed in the list of criteria. History Textbook of Eighth Grade occupied the first place as it contains (14) values which represents (35%). In contrast, History textbooks of the Eighth and Ninth Grades concerning the frequencies of the values. ‘Interest of Science’ value came in first place in terms of the number of frequencies (fr =13) which was about (27.6%). The Eighth and Ninth grade curricula came in first place in terms of the number of values included, with 13 frequencies which was about 32.5%. The Eighth Grade curricula came in first place in terms of the number of frequencies with (49) repetitions which is equal to (34.50%) of the total frequencies included in the three textbook. Accordingly, the researcher recommended that textbook authors should reconsider the most important national values in the content of History curricula in the second cycle of basic education, level especially the national values that were not included in the content of the books and that were included in the list of criteria conducted in the study, and to enhance the national values that books totally lack or poorly appeared.