In an interview with Alrai, he added that curriculum development must take into account growth characteristics, students' abilities and age-related needs, cognitive progression, learning outcomes, scientific review, and field testing, in a manner that promotes understanding, thinking, and creativity instead of the accumulation of information.
He pointed out that the impact of curricula is linked to the effectiveness of their application within the classroom, noting that the continuation of rote learning limits students' ability to analyze and think critically. He added that dialogue and acceptance of difference are acquired through a safe classroom environment that allows for questioning, discussing ideas, and respecting opinions, in light of the expanding influence of the digital space.
He emphasized that the school is a social and educational environment for building personality and awareness, which necessitates strengthening the role of school administration in consolidating a sense of belonging, confronting bullying and exclusion, and respecting diversity. This also requires placing the teacher at the heart of the process as an educator and a creator of awareness, while developing programs for their preparation and qualification, and activating educational supervision in field guidance and measuring the quality of teaching.
Regarding national responsibility, Tayeh stressed that protecting youth from extremism is an integrative responsibility that begins with the family and includes religious institutions, led by the Ministry of Awqaf and the departments of the General Iftaa and the Chief Justice, in addition to universities, cultural institutions, the media, and civil society organizations. This would promote moderation, disseminate reliable knowledge, and confront disinformation and hate speech through clear institutional coordination.
He proposed a recommendation to launch a participatory national framework to measure and evaluate the value and behavioral impact of curricula and the educational system, with the participation of educational, religious, and social entities, so that it goes beyond measuring cognitive achievement to monitoring the reflection of values on students' awareness, attitudes, and practices.
According to Tayeh, the framework is based on defining a national system of values that includes citizenship, belonging, moderation, tolerance, respect for diversity, acceptance of difference, critical thinking, responsibility, the rule of law, and the rejection of violence. It also involves developing scientific indicators that consider age stages and educational environments, and issuing periodic reports that identify gaps and provide practical recommendations for decision-makers.
He emphasized that the evaluation must be based on a scientific methodology that preserves the rights and dignity of students, and should not turn into a tool for classifying them, but rather a means to improve the educational environment and address shortcomings.
He viewed that the coming phase requires direct governmental and institutional attention to building awareness and protecting generations, as these are strategic responsibilities linked to intellectual security and social cohesion, moving from reactive responses to preventive planning, and from the theoretical defense of the system to developing its performance and measuring its results.
