This research study addresses the concept of doctrinal content, introduces the curriculum and the secondary school level as a conceptual framework, and then extracts the doctrinal content from the first-year secondary Islamic Education curriculum as a model. This is achieved by briefly presenting the content through an analysis of the doctrinal lesson and highlighting the doctrinal values derived from it.

The study aims to answer the main research question: What are the most important doctrinal contents included in the Islamic Education curriculum at this level?

The study arrives at several conclusions, the most important of which is that doctrinal content refers to the doctrinal issues contained within the curriculum, while from an educational perspective, it refers to the scientific method and approach used to educate, develop, evaluate, and guide the student's doctrinal behavior and thought.

The doctrinal contents in the curriculum are the doctrinal issues and matters included within the curriculum. The curriculum is a fundamental pillar of the educational process, encompassing the subjects taught and their content. Monotheism is considered the primary objective of belief in general, and of doctrinal content in particular.

The curriculum's approach to presenting doctrinal content is designed to be relevant to the modern era and to cultivate the student's doctrinal character. However, the desired outcome depends on the teacher and their method of presenting the topics, employing techniques such as analysis, description, and illustration to solidify doctrinal values.