Document Type : Research Paper
Authors
1 PhD Student of Department of Educational sciences, AZ.C., Islamic Azad university, Azadshahr, Iran
2 Department of Educational sciences, AZ.C., Islamic Azad university, Azadshahr, Iran
3 Department of Philosophy, AZ.C., Islamic Azad university, Azadshahr, Iran
Abstract
The present study aimed to design and validate a value-based, skills-oriented curriculum model for leading the first cycle of secondary education in Iran's educational system using an exploratory-sequential mixed-methods approach (qualitative-quantitative). In the qualitative phase, semi-structured interviews were conducted with 12 curriculum planning and educational management experts (purposeful sampling continued until theoretical saturation). The data were analyzed using thematic analysis in MAXQDA 2020. In the quantitative phase, a 56-item Likert-scale questionnaire was administered to 382 teachers and principals of the first cycle of secondary education in Golestan province (stratified random sampling, Cochran's formula). The model fit was confirmed using Smart PLS, and a strong overall goodness-of-fit index (GOF=0.854) was obtained. The findings revealed that the proposed model achieved a very high consensus across five dimensions: necessity, objectives, content, teaching-learning methods, and assessment. Notably, there was 100% consensus on cultivating problem-solving skills, preparation for real life, increasing motivation, project-based and collaborative learning, technology integration, performance assessment, continuous feedback, flexible content, and full alignment with societal needs. By emphasizing life and soft skills, moral values, practical activities, and talent discovery, this model transforms students into responsible, creative, and self-confident citizens and effectively bridges the gap between traditional education and real life.
Keywords
- Curriculum
- Skills-based curriculum
- Educational system leadership
- First cycle of secondary education
- Golestan province
Main Subjects
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