This study aimed to conduct a comparative analysis of moral education curricula in primary education across Iran, Finland, Japan, and Canada. Employing a qualitative and comparative research approach, the study was carried out through document analysis based on Bereday’s four-stage comparative model. Research data were collected from official curriculum documents, educational policy papers, reports published by international organizations, and reputable scholarly sources issued between 2010 and 2023. Data were analyzed using thematic analysis within Klein’s theoretical framework, focusing on three key components: educational objectives, teaching–learning strategies, and assessment practices.The findings revealed that although all four countries pursue moral education with the common goal of fostering responsible and ethically minded citizens, significant differences exist in their normative foundations, curriculum structures, and implementation approaches. Iran’s curriculum is primarily grounded in religious values and Islamic ethics, whereas Finland emphasizes democracy, human rights, and critical thinking; Japan focuses on collective responsibility and social harmony; and Canada highlights multiculturalism, social justice, and responsible citizenship. Furthermore, teaching–learning strategies in Finland, Japan, and Canada are predominantly participatory, experiential, and dialogue-oriented, while in Iran greater emphasis is placed on the direct transmission of values and the teacher’s guiding role. Regarding assessment, the countries under study employ qualitative, formative, and process-oriented approaches to varying degrees, whereas some traditional assessment practices continue to be observed in Iran.The results suggest that the degree of alignment among normative foundations, educational objectives, teaching–learning strategies, and assessment practices constitutes a key factor in shaping distinct models of moral education across the countries examined. These findings may contribute to the reconsideration and development of moral education curricula and provide a basis for further research on the practical and experiential dimensions of this field.