Designing the curriculum template for the primary education field of Farhangian University based on the Fundamental Transformation of Education document

The purpose of the current research was to design the curriculum model of the elementary education field of Farhangian University based on the Fundamental Transformation of Education document.
The present research method was qualitative and practical in terms of purpose. The community participating in the research included expert professors and experts in the field of curriculum in the field of elementary education of Farhangian University from Tabriz Farhangian University, Tehran University, Mazandaran, Khorasan Razavi and Qom, who were selected based on the purposeful sampling method and theoretical saturation rule. The research tool also included semi-structured interviews, the validity of which was validated with face validity and reliability with the recoding method, which resulted in an agreement coefficient between coders of 0.84. The coding method (open, central and selective) was also used to analyze the findings.
The findings showed that curriculum design based on educational knowledge and educational subject in the primary education field of Farhangian University as a central category, based on the causal conditions of "research content" and "teaching and evaluation method" and through the strategies of "research incentives" -Student-centered" and "Establishing the connection of students with scientific resources" were obtained by considering the characteristics of the recipients (as a model field) including the motivation, attitude and values ​​of the recipients as well as the development of research skills. Then the reliability of this model was checked and confirmed by experts.
It can be concluded that the curriculum of the primary education field based on the fundamental transformation document has transitional components and indicators that the planners of the education system can prioritize these components and indicators in order to improve the quality of the curriculum.