The present research paper aims at investigating the underlying stylistic problems in the translation of the Quranic patience (Al-saber) words into English with particular reference to Surratt Āl-’Imrān, that is in English translations of Abdel-Haleem, Khan, and Mohammed Taj Al-Din Al-Hilai and Pickthall. Also, the study aims at examining how the three translators cope with these underlying stylistic problems in their translations. The three English translations of the Quranic patience (Al-saber) words from Surrat Āl-’Imrān were intentionally chosen and examined by the researcher. Varied underlying stylistic problems in the three translations were investigated as well. The study reveals that there are some underlying stylistic problems in the translation of the meaning of the Quranic patience (Al-saber) words into English in Surrat Āl-‘Imrān. In addition, some types of the underlying stylistic problems and semantic losses in the translation of the Quranic patience (Al-saber) words within Surratt Āl-’Imrān whilst translating some lexemes into English, are attributed to the inadequate background of the contextual and stylistic, and cultural causes. The understanding of the original meaning of the Quranic patience (Al-saber) words will certainly help the translator to identify reasonable relevant equivalents, which is in line with the spirit of the original work and the limitations of the target language receptor.

The current study covets to investigate the perspectives of Saudi high school teachers on the role of values education in the curriculum in inculcating certain moral values among high school students in the Asir district. Also, the study purports to probe the degree to which the role of values education in the high school curriculum imbues unequivocal moral values among high school students from the perspectives of their teachers. The qualitative study method was employed by two researchers because qualitative research is a line of research that probes and stipulates a better understanding of real issues. Moreover, the two researchers adopted one of the most appropriate tools to attain the objectives of the study. It is an opinion poll of fourteen items concentrated on the perspectives of Saudi high school teachers in the Asir district. The study results showed that high school teachers perceive the high school curriculum as having a pivotal role in stilling values education and moral improvement among the students. The study results also displayed that values education is the most commonly responding and spontaneous and embedded in diurnal educational life with a focus on students’ diurnal behavior in high school, and relatively or usually unconsciously fulfilled.

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The present research aspires to scrutinize the role of the Islamic culture course syllabi in infusing Islamic tolerant moral values among university students from the perspectives of staff members at  King Khalid University. Also, the study pointed to probing the degree to which the Islamic culture course syllabi infuse Islamic tolerant moral values among university students. The quantitative and qualitative research methods with the survey method were taken by the two researchers. Moreover, the two researchers developed an opinion poll of fifteen items based on a five-point Likert Scale that was analyzed quantitatively by applying descriptive data. The two researchers chose a random stratified sample from different campuses of King Khalid University in Abha, Algraa, Alomhalah, Dhahran Aljanoub, and to mention a few). The purposive sample of the study consists of hundred staff members. The results revealed that the general average of the role played by the Islamic culture course syllabi in infusing Islamic tolerant moral values among university students from the perspectives of staff members at  King Khalid University came to a high degree with an arithmetic average of (4.17). Also, the findings demonstrated that the content of the Islamic culture syllabus better’s university students’ moral and intellectual capacity and prevents them from extremism, and ideological conflicts. The study recommends the requirement to carry out further investigations on the role of Islamic culture course syllabi courses on other variables such as character internationalization and advancement of work ethics among students.