Design and Validation of a Curriculum Model for Elementary Schools Aligned with the Fundamental Reform Document of Education

Abstract

This study aimed to design and validate a curriculum model for elementary schools aligned with the Fundamental Reform Document of Education and was applied in terms of purpose. In the qualitative phase, content analysis was employed, whereas in the quantitative phase, a descriptive-survey research method was used to evaluate the dimensions and components identified in the qualitative phase based on the judgments of the statistical population. The statistical population in the qualitative phase consisted of teachers, educational group leaders, professors and curriculum-planning specialists, and faculty members of Farhangian University in Fars Province. The statistical population in the quantitative phase consisted of elementary school teachers in Fars Province during the 2025–2026 academic year. Participants in the qualitative phase were selected purposively and non-randomly using homogeneous sampling. The quantitative sample size was determined using the Morgan table, and participants were selected through stratified random sampling. The qualitative study domain included the Fundamental Reform Document of Education and the National Curriculum, and semi-structured questions were used in the interviews. Quantitative data were collected in the field from participants using a researcher-developed questionnaire. The content validity of the interview questions and questionnaire was established based on expert judgments. Factor analysis was employed to assess validity, while Cronbach’s alpha was used to determine questionnaire reliability. Cohen’s kappa coefficient was used to assess the reliability of the research interviews. Qualitative content analysis was employed to analyze the qualitative data. Descriptive and inferential statistics were used to analyze the research data with respect to the relationships among variables and the expected factorial structure. In addition, following data coding, initial codes were first extracted; these codes were subsequently combined and integrated to derive basic themes. The basic themes were then analyzed and carefully categorized according to the principles of similarity and difference. The results indicated significant and direct relationships between the dimensions of management and leadership, key actors (educators and assistants, learners, the local community, and families), curriculum and education, the educational environment, and results and outcomes, on the one hand, and the curriculum of elementary schools aligned with the Fundamental Reform Document of Education, on the other.