Abstract
The research aimed to analyze the sociology curriculum of the second year of secondary school in the humanities field based on the level of attention to the components of the Islamic-Iranian lifestyle using the Shannon entropy information approach. The research method is quantitative and of the type of content analysis. The statistical population is the entire elements of the sociology curriculum of the tenth, eleventh and twelfth grades in the humanities field, which were analyzed using the total count method of all elements, including objectives, content, teaching methods and evaluation. To conduct content analysis, an appropriate checklist was first prepared and provided to the curriculum professors and sociology teachers, and the indicators were changed and adjusted. After approval, the checklist was also approved by 6 experts in the field of curriculum studies and sociology. The Shannon entropy method was used for analysis. According to the analysis of data obtained from examining the importance coefficient and the rank of lifestyle in the elements of the sociology curriculum for the tenth, eleventh, and twelfth grades, the results indicate that in the analysis of the curriculum (goal, content, method, and evaluation) of sociology for the second secondary school, the nutrition index has the highest importance coefficient in the tenth grade with an importance coefficient of (0.214), in the eleventh grade with an importance coefficient of (0.262), and in the twelfth grade with an importance coefficient of. but the two indicators of leisure and Islamic-Iranian clothing have received less attention in all three grades.

Introduction
Textbooks in the second cycle of secondary education play a fundamental role in transmitting values, attitudes, and cultural patterns to the young generation, and in Iran's formal education system, this role is given particular importance. High-level policy documents, including the Fundamental Transformation Document of Education and the Vision Document 2025, explicitly emphasize the necessity of educating a generation committed to the Islamic-Iranian lifestyle. This lifestyle encompasses a set of values, behaviors, and attitudes aligned with religious teachings and national identity (Ministry of Education, 2021; Sharafi, 2020: 34). The sociology textbook in the humanities branch, due to its analytical and social nature, has significant capacity for reproducing and reinforcing these components. However, the central question is to what extent this textbook has been able to cover the various dimensions of the Islamic-Iranian lifestyle and what degree of attention or neglect exists toward these components.
Anthony Giddens (2008) argues that the significance of lifestyle is one of the consequences of modernity. Culture based on tradition and established customs places life within predetermined channels. According to Giddens, lifestyle and life planning in each individual, through self-reflection, type of choice, identity formation, and constant monitoring of appearance and behavior, emerge with modernity (Giddens, 2008: 127). Lifestyle is considered one of the important concepts in contemporary sociology, as not only living but also "how to live" is significant. Islam also has numerous norms and values regarding how Muslims should live (Mokhtari et al., 2017). Because consumer culture and lifestyle patterns are rapidly spreading, especially in Iran, there is a danger of the erosion of the Islamic-Iranian lifestyle model (Keshavarz & Torkashvand, 2017: 38).
According to existing literature, lifestyle dimensions include: use of books, services and how they are utilized, especially music and media; body patterns (nutrition, grooming, exercise, health); leisure time patterns; clothing patterns; social interactions and relationships; speech etiquette; environmental behavior; identity construction and self-introduction; marriage patterns, spouse selection, marital relationships, and educational methods; beliefs, values, and social-political tendencies; social and civic participation; cultural possessions (books, records, home decorations, etc.); and artistic interests (Hajiani & Salehi, 2014: 103). Domestic studies indicate that attention to Islamic-Iranian lifestyle components in humanities textbooks is sometimes scattered and unsystematic. Naderi (2021) confirmed the lack of balance between theoretical and practical components in the sociology textbook. Karimi (2021) and Khoshkholgh (2023) emphasized the necessity of revision and content organization in textbooks to achieve the Islamic-Iranian lifestyle.
At the international level, studies using Shannon's entropy method have shown that this approach can accurately measure the degree of attention to cultural and identity concepts in countries' textbooks (Chen, 2021: 218; Smith & Riley, 2020: 225). The Islamic-Iranian lifestyle includes individual dimensions such as simplicity, spirituality, mental health, and contentment, as well as social dimensions such as responsibility, justice-seeking, and social participation (Rahimi, 2018: 93). Neglecting any of these dimensions in formal education can weaken cultural identity and increase the influence of consumerist lifestyles (Hall, 2017: 452; Ahmad & Khan, 2022: 61). Traditional content analysis methods are often limited to word or concept counting and cannot accurately show the distribution and weight of concepts quantitatively. In contrast, the information approach based on Shannon's entropy enables precise measurement of concept distribution and importance in text, allowing researchers to obtain an accurate picture of attention concentration or dispersion toward specific topics (Zeleny, 2012: 388; Shannon, 1948: 397; Karimi & Ali, 2024). This study aims to provide a precise, scientific, and comprehensive evaluation of the attention given to Islamic-Iranian lifestyle components in the sociology textbook using Shannon's entropy information approach.

Research Methodology
This study employed quantitative content analysis method. The statistical population included the sociology textbooks of the second cycle of secondary education (humanities branch) for grades 10, 11, and 12, which were analyzed using the total population sampling method (all objectives, content, teaching methods, and evaluation). Initially, the objectives of the sociology textbooks for grades 10, 11, and 12 were analyzed, followed by content analysis, and for examining recommended teaching methods, the teacher's guidebooks were analyzed. Finally, the questions posed in the textbooks were analyzed in the evaluation section. A checklist was developed based on three dimensions—leisure time, nutritional patterns, and clothing patterns—derived from Hajiani and Salehi's (2014) lifestyle components. The checklist was reviewed by six experts in curriculum studies and sociology teachers, and after modifications, it was approved by six specialists in curriculum studies and sociology. For data analysis, Shannon's entropy method was employed. Shannon's entropy, derived from systems theory, presents data processing in content analysis with a new quantitative perspective, making content analysis significantly more robust and valid. Entropy in information theory is an index for measuring uncertainty expressed through a probability distribution.

Discussion
Analysis of Curriculum Objectives
The findings from the analysis of curriculum objectives revealed that among the three lifestyle components (nutrition, leisure, and clothing), the nutrition component received the highest attention across all three grades. In grade 10, nutrition had a frequency of 35 (44.9%), leisure 14 (17.9%), and clothing 8 (10.3%). In grade 11, nutrition had 19 (24.4%), leisure 46 (59.0%), and clothing 7 (9.0%). In grade 12, nutrition had 24 (30.8%), leisure 37 (47.4%), and clothing 30 (38.5%). The total frequencies across all three grades showed nutrition with 78 (37.7%), leisure with 97 (46.9%), and clothing with 45 (21.7%). The dominance of nutrition-related objectives can be attributed to the emphasis on health and religious teachings about proper eating habits, including avoiding extravagance and wastefulness. However, the relatively low attention to clothing, particularly in grades 10 and 11, suggests that curriculum designers have not adequately addressed the importance of Islamic-Iranian clothing patterns and modest dress (hijab) in the stated objectives. This finding aligns with Naderi (2021), who confirmed the lack of balance in textbook content.
Analysis of Content
The content analysis revealed that the nutrition component received the highest frequency across all three grades. In grade 10, nutrition had 211 (67.6%), leisure 72 (23.1%), and clothing 27 (8.7%). In grade 11, nutrition had 316 (77.5%), leisure 66 (16.2%), and clothing 25 (6.1%). In grade 12, nutrition had 283 (71.8%), leisure 66 (16.7%), and clothing 42 (10.7%). The total frequencies showed nutrition with 810 (72.6%), leisure with 207 (18.6%), and clothing with 94 (8.4%). The predominance of nutrition content can be explained by the fact that nutrition is a recurring theme in various contexts, including health education, religious teachings about lawful and unlawful food, and social issues related to food consumption patterns. However, the minimal attention to clothing, particularly the absence of content related to maintaining appearance (0%) and very limited attention to avoiding fashion-oriented behavior (1%), indicates a significant gap in the curriculum. This finding is consistent with Khoshkholgh's (2023) critique that lifestyle components are not adequately represented in textbooks. The lack of attention to clothing patterns is particularly concerning given the cultural and religious significance of modest dress in Iranian society, as emphasized in the Fundamental Transformation Document (Ministry of Education, 2021). Additionally, the limited coverage of leisure activities, especially physical exercise (only 1%), suggests that health-related lifestyle components are undervalued in the curriculum.
Analysis of Teaching Methods
The analysis of recommended teaching methods in the teacher's guidebooks showed that nutrition received the highest attention across all grades. In grade 10, nutrition had 42 (41.6%), leisure 47 (46.5%), and clothing 12 (11.9%). In grade 11, nutrition had 39 (35.1%), leisure 59 (53.2%), and clothing 13 (11.7%). In grade 12, nutrition had 37 (33.6%), leisure 64 (58.2%), and clothing 7 (6.4%). The total frequencies showed nutrition with 118 (36.7%), leisure with 170 (52.8%), and clothing with 32 (9.9%). The prevalence of leisure-related teaching methods suggests that the curriculum designers recognize the importance of active learning methods for teaching leisure-related topics, such as group work and participatory activities. However, the minimal attention to clothing-related teaching methods indicates that teachers are not provided with adequate guidance on how to teach about Islamic-Iranian clothing patterns. This finding supports Karimi's (2021) argument for the necessity of revising and organizing textbook content. The emphasis on group activities (24% in leisure methods) and attention to traditions (44% in clothing methods) are encouraging, but overall, the teaching methods do not adequately support the transmission of Islamic-Iranian lifestyle components.
Analysis of Evaluation
The analysis of evaluation questions revealed that nutrition received the highest frequency across all grades. In grade 10, nutrition had 36 (43.4%), leisure 36 (43.4%), and clothing 5 (6.0%). In grade 11, nutrition had 36 (45.6%), leisure 36 (45.6%), and clothing 5 (6.3%). In grade 12, nutrition had 36 (44.4%), leisure 36 (44.4%), and clothing 5 (6.2%). The total frequencies showed nutrition with 112 (37.3%), leisure with 112 (37.3%), and clothing with 20 (6.7%). The equal attention to nutrition and leisure in evaluation questions suggests a balanced assessment approach for these components. However, the very low attention to clothing indicates that students are rarely assessed on their knowledge of Islamic-Iranian clothing patterns. This finding is particularly significant given that evaluation shapes what students prioritize in their learning. The neglect of clothing in assessment questions may lead students to undervalue this important dimension of Islamic-Iranian lifestyle. This finding aligns with Smith and Riley's (2020) observation that curriculum evaluation often reflects the priorities of curriculum designers.
Integrated Analysis of Curriculum Elements
The overall analysis of curriculum elements (objectives, content, teaching methods, and evaluation) across all three grades revealed a consistent pattern. In grade 10, the total frequencies were: nutrition 325 (45.8%), leisure 169 (23.8%), and clothing 74 (10.4%). In grade 11, nutrition 410 (49.2%), leisure 207 (24.8%), and clothing 69 (8.3%). In grade 12, nutrition 383 (44.8%), leisure 203 (23.8%), and clothing 59 (6.9%). Across all grades, the total frequencies were: nutrition 1118 (46.4%), leisure 579 (24.0%), and clothing 202 (8.4%). The Shannon entropy analysis further confirmed these patterns. The importance coefficients for nutrition were: grade 10 (0.214), grade 11 (0.262), and grade 12 (0.237), placing it first in all grades. Leisure ranked second with importance coefficients of 0.208 (grade 10), 0.212 (grade 11), and 0.167 (grade 12). Clothing ranked third with importance coefficients of 0.108 (grade 10), 0.116 (grade 11), and 0.199 (grade 12). These findings indicate that while nutrition receives the highest attention, leisure receives moderate attention, and clothing receives the least attention across all curriculum elements. This imbalance suggests that curriculum designers have not adequately aligned the curriculum with the comprehensive vision of the Islamic-Iranian lifestyle as outlined in the Fundamental Transformation Document (Ministry of Education, 2021). The consistency of this pattern across objectives, content, teaching methods, and evaluation indicates a systemic neglect of certain lifestyle components rather than isolated omissions.

Conclusion
This study analyzed the sociology curriculum of the second cycle of secondary education (humanities branch) based on the attention given to the components of the Islamic-Iranian lifestyle using Shannon's entropy information approach. The findings revealed that among the three lifestyle components examined—nutrition, leisure, and clothing—nutrition consistently received the highest attention across all curriculum elements (objectives, content, teaching methods, and evaluation) and all three grades. Leisure received moderate attention, while clothing received the least attention across all dimensions. The importance coefficients derived from Shannon's entropy analysis confirmed this pattern, with nutrition ranking first in all grades, leisure second, and clothing third.
The predominance of nutrition in the curriculum can be attributed to its connection to health, religious teachings, and social issues. However, the minimal attention to clothing, particularly the absence of content related to maintaining appearance and limited attention to avoiding fashion-oriented behavior, represents a significant gap. This neglect is concerning given the cultural and religious significance of modest dress in Iranian society and the emphasis on Islamic-Iranian clothing patterns in high-level policy documents. The lack of attention to leisure activities, especially physical exercise, also indicates that health-related lifestyle components are undervalued. The consistency of this pattern across objectives, content, teaching methods, and evaluation suggests systemic neglect rather than isolated omissions. This imbalance may lead to students undervaluing important dimensions of the Islamic-Iranian lifestyle and may contribute to the erosion of cultural identity.
Based on these findings, several recommendations are proposed. Curriculum revision is needed to ensure balanced and coherent presentation of all Islamic-Iranian lifestyle components, with particular attention to clothing and leisure. Professional development programs for teachers should be designed to enhance their capacity to teach lifestyle components effectively. Future research should analyze other curricula and educational levels using similar approaches to provide a comprehensive picture of attention to Islamic-Iranian lifestyle components in Iran's education system. The findings contribute to the growing literature on curriculum analysis and cultural identity in education, providing evidence-based guidance for policymakers and curriculum developers to strengthen the transmission of Islamic-Iranian values and lifestyle patterns through formal education.