مهدی ترتیفی

The purpose of this article is to examine three important concepts in educational content, including know, skill, and be, and apply them to the book of Islamic thought 1, authored by Mehdi Teratifi, in order to explain new educational issues related to Islamic education courses were in universities. In the integrated training, the examination of these three has been carried out under the abbreviated title of umbrella KDB. In this article, by conducting research using a library method and with a descriptive, explanatory and interdisciplinary approach, the needs of educational content to reach the desired standards in integrated education and especially the KDB umbrella have been stated. The result considered in this article is the answer to the following three important questions in compiling the educational content and applying it to the Islamic Thought textbook 1: What should learners know, what should they do and how should they be? Since the answer to these questions is one of the concerns of experts in curriculum development, especially with the trend of interdisciplinary education, paying attention to them should be one of the requirements of writing textbooks. It should be mentioned that the comparative work done in this article has no noteworthy research background.

Combined education means the relationship between educational content with each other, as well as the learner’s environment. the present survey aims at studying the Combined education curriculum in academic Islamic Thought Books ( 1 and 2)

This research is conducted using a library method with a descriptive, explanatory and interdisciplinary approach.

the results of the article indicate that for almost a century, the experience of using combined education has been present at modern educational institutes. This educational paradigm is founded on coherence and integration of the existence of human beings. It, accordingly, believes in a higher ability for the brain to learn related content.

The intellectual basis, experiences, and achievement obtained through the usage of this curriculum paradigm require that it should be viewed as one of the most significant needs in the formulation of textbooks. The educational content of the Islamic Education Group at universities is no exception. The author, hence, has taken a few steps to do this by writing Islamic Thought Books 1 and Islamic Thought Books 2. The present article outlines part of the work done in this direction.