نشریه بین المللی

Moral intelligence is a fundamental dimension of personality development and plays a critical role in shaping responsible, empathetic, and fair behavior in school-aged girls. The present study aimed to explore mothers’ lived experiences regarding the development and manifestation of moral intelligence in their school-aged girls. This qualitative study was conducted using Interpretative Phenomenological Analysis (IPA). Participants consisted of Twelve mothers of school-aged girls selected through purposive sampling. Data were collected through in-depth semi-structured interviews. The analysis followed phenomenological procedures, including the identification of significant statements, formulation of meanings, and the development of essential experiential themes to capture the structure of the lived experience. Six essential experiential themes emerged: (1) moral learning within the family, (2) development of empathy and responsibility, (3) honesty and fairness, (4) emotional regulation and social skills, (5) influence of peers and social environment, and (6) negative behaviors requiring parental intervention. Findings indicated that the family constitutes the primary and foundational context for internalizing moral values, while peer interactions may either reinforce or challenge these values. The development of moral intelligence was characterized as gradual, contextual, and interactional. The findings highlight the importance of ethical role modeling, dialogue-based parenting, and emotional support in fostering children’s moral intelligence. Family-centered educational interventions are recommended to strengthen moral development.