Explaining the conceptual framework of the educational levels’ objectives from the perspective of the transformation documents

The aim of this study was to explain the conceptual framework of the educational levels’ objectives from the perspective of the transformation documents. This type of research was applied in terms of type, and its method was a philosophical research of the first type: Interpretation of the concept. This research tried to answer this question: what conceptual framework does the formulation of the educational objectives follow from the perspective of the transformation documents? And how this framework has been used to formulate the objectives of science and technology area? An inductive text analysis (documentary analysis) method was also used to investigate the transformation documents. Findings from the analysis of the transformation documents showed that the conceptual framework of the educational levels’ objectives is a function of the the holistic approach and it has the capacity to move in an integrative (the link among the areas of education), circular and developmental way within the educational levels. In this orientation, the cognitive and non-cognitive dimensions and the epistemological realms (areas of education) are integrated in the formulation of the objectives, making it possible for the abilities and traits that are gradually acquired in the process of education to be condensed in the form of a layer and to be reflected in the form of the personal identity. An examination of the objectives of science and technology area based on the related conceptual framework showed that the three dimensions of the non-cognitive, cognitive, and epistemological domain have been considered in formulating the objectives. So, the conceptual framework has the potential to be applied in practice.