Design and Validation of a Creativity-Oriented Curriculum Model for Lower Secondary School Students

Abstract

The present study aimed to develop a valid, context-specific model for a creativity-oriented curriculum at the lower secondary education level. The study employed an exploratory sequential mixed-methods design comprising qualitative and quantitative phases. In the qualitative phase, the statistical population consisted of 20 curriculum experts and university faculty members. Data were collected through purposive sampling and semi-structured interviews and were analyzed using Braun and Clarke’s six-phase thematic analysis method. In the quantitative phase, the statistical population comprised 60 university faculty members and specialists in the field. The data collection instrument was a researcher-developed questionnaire constructed on the basis of the qualitative findings. Its validity was confirmed through confirmatory factor analysis, and its reliability was established using Cronbach’s alpha. SPSS 23 and LISREL 8.80 were used for statistical analysis. The creativity-oriented curriculum model for lower secondary education was explained through three dimensions—content-related, process-related, and environmental—comprising 10 components and 105 indicators. The findings indicated that the content-related dimension (3.27) and the process-related dimension (3.06) were in a relatively favorable condition, whereas the environmental dimension (2.12) was evaluated as unfavorable. This finding demonstrates a significant gap between the design of creativity-oriented programs and the conditions required for their implementation in schools. Consequently, strengthening school infrastructure and cultivating an appropriate environmental culture are essential prerequisites for the practical realization of creativity development within the education system. The results further showed that fostering creativity at the lower secondary level requires a systemic reconsideration of all curriculum elements. The proposed model, consisting of content-related, process-related, and environmental dimensions, provides a practical framework for directing objectives, content, teaching–learning methods, assessment, and improvements in the school environment toward the cultivation of creative thinking. Nevertheless, the findings emphasize that the effective realization of this model requires special and prioritized attention to strengthening environmental factors in schools. Implementation of this model may provide the conditions necessary to enhance creativity and innovation among lower secondary school students.