The aim of this study was to identify the pathologies in the process of planning and implementing educational activities related to the concepts of prayer and hijab from the perspective of primary school teachers (second period). The research was conducted using a qualitative approach and the grounded theory method. The main research tool was semi-structured interviews, and the data were analyzed through open, axial, and selective coding.

The findings revealed that the harms in implementing educational activities for prayer and hijab can be classified into seven main categories: Underlying factors include structural and infrastructural harms, content and methodological harms, and technological harms; Causal factors include weaknesses in human resources, challenges in communication with the family, and educational and training deficiencies; Improvement strategies include motivational and incentive strategies, participatory strategies, creative educational strategies, comprehensive planning, utilization of modern technologies, and purposeful interaction with parents; and Improvement outcomes manifested in the form of creating intrinsic motivation, enhancing learning, strengthening social skills, and reinforcing students' religious identity. The results also showed that coercion in program implementation, the inappropriateness of educational content for the age group, the lack of appeal in methods, and the influence of modern media are among the most important barriers to the effectiveness of educational activities. Overall, the research results indicate that enhancing the effectiveness of educational programs on prayer and hijab requires a revision of educational content and methods, strengthening school-family interaction, using participatory and creative approaches, and paying attention to the needs and developmental characteristics of students.