Designing a Curriculum Model for the Primary Education Program at Farhangian University Based on the Fundamental Transformation Document of Education

Abstract

The current study aims to design and validate a curriculum model for the primary education program at Farhangian University based on the Fundamental Transformation Document of Education. The research method was applied in terms of purpose and mixed-method (qualitative-quantitative) in terms of data foundation and paradigmatic framework. In the qualitative approach, content analysis and grounded theory methods were used, and in the quantitative approach, a descriptive survey method was used. The statistical population of the study in the qualitative section included 34 experienced professors in the fields of curriculum planning and primary education from five provinces (Farhangian University of Tabriz, Tehran, Mazandaran, Razavi Khorasan, and Qom) who were selected using a purposeful sampling method. In the quantitative section of the research, the specialists of the educational sciences group are 420 people, who were selected from the five provinces (Farhangian University of Tabriz, Tehran, Mazandaran, Razavi Khorasan, and Qom) and a statistical sample of 201 people were selected using a multi-stage cluster sampling method using Morgan's table. To collect data in the qualitative section, theoretical texts and semi-structured interviews were reviewed and analyzed by experts and the grounded theory method was used. In the quantitative section, a researcher-made questionnaire with 48 items was used, which was designed and prepared based on the data of theoretical texts and interviews with experts. The face and content validity of the instruments were confirmed by experts, and their construct validity was calculated with a factor load of more than 0.5, which was confirmed. The reliability of the questionnaire was examined using the Cronbach's alpha method by SPSS21 and Smart pls3 software, and the calculated values ​​for reliability were above 0.70. To analyze the data, exploratory factor analysis, confirmatory factor analysis, Kolmogorov-Smirnov test, and structural equations were used. The results showed that ten components including objectives (9 components), content (8 components), teaching methods (6 components), learner characteristics (4 components), establishing students' connection with scientific resources (6 components), evaluation methods (8 components), facilitating factors and barriers (3 components), and consequences (4 components) have the necessary sufficiency to remain in the research model and their factor load values ​​are appropriate.

Keywords: Farhangian University, Higher Education Curriculum, Fundamental Transformation Document of Education