ARABIC LANGUAGE AND EDUCATION BASED ON VALUES IN THE MOROCCAN EDUCATIONAL SYSTEM .QUALIFYING SECONDARY EDUCATION AS A MODEL
Values stand as a fundamental cornerstone that modern educational systems place at the forefront, shaping the personality of learners imbued with distinct attributes. Embedded within educational curricula, programs, and pedagogical strategies is a deliberate focus on specific values, aimed at their tangible manifestation in learners' cognitive processes, behavior, and applied ethics. This engenders a profound responsibility for educational institutions, acting as channels that traverse the expanse between societal norms, cultural heritage, and governance, while fostering the growth of individual learners. The Moroccan educational paradigm, reflecting global trends, ardently adheres to this path. Its educational architecture strives to illuminate values that align harmoniously with the nation's societal tapestry, thereby allowing the curriculum to seamlessly translate these values into lived experiences. Considering this context, this research paper assumes the indispensable role of delving into the multi-dimensional aspects of values within the Moroccan educational framework. This exploration occurs through a specialized lens, centering on the intricate interplay between language and ethical principles. The focal point of this inquiry is the Arabic language curriculum in the sphere of qualifying secondary education, meticulously selected as an exemplar. The primary objective is to underscore the pervasive infusion of ethical values within this curriculum and to rigorously probe their resonance within the contours of Arabic language instruction. Additionally, this research meticulously dissects the inherent essence of values internalized by Moroccan learners, dissecting how these values are channeled within the pedagogical milieu. By doing so, the research nurtures the bedrock of values within the learners' cognitive framework and conduct. Central to this investigation is a pivotal inquiry, addressing the Arabic language curriculum's efficacy in inculcating distinct values within qualifying secondary education, ultimately fostering an ethical scaffold that facilitates positive integration within educational institutions and the broader societal fabric
Keywords: Arabic Language, Education, Core Values, Moroccan Education, Qualifying Secondary Education