تصور مقترح لتضمين محددات أنماط التعلم وفق نموذج مكارثي (4mat) في محتوى كتاب التوحيد للمرحلة الثانوية (نظام المسارات)
This study aimed to develop a proposed framework for integrating learning style determinants based on McCarthy’s 4MAT model into the Tawhid (1) textbook for the secondary stage (Track System). The descriptive method using content analysis was adopted, and a tool was developed comprising 18 indicators distributed across four learning styles: imaginative, analytical, logical, and dynamic The sample consisted of the textbook for the academic year 1446 AH / 2024 CE. The results revealed a discrepancy in the representation of the four styles, with the analytical style being most prevalent (35.98%), followed by logical (23.17%), imaginative (21.65%), and dynamic (19.20%). Findings highlighted a weakness in the affective and creative aspects of the content. Accordingly, a proposed framework was developed to ensure a balanced inclusion of all learning styles. The study recommended adopting the 4MAT model as a foundational principle in designing Islamic education curricula to enhance students deep understanding of core theological concepts. (Published abstract)