Exploration of the Iranian Curricularists' Understanding of Reconceptualization Curriculum Components paradigm

The present study, using phenomenological method, seeks to discover the most important perception of Iranian curriculum specialists on the components of the reconceptualization curriculum. Through semi-structured interviews with 21 qualified experts, the necessary data were collected and organized during the coding process in the form of 251 open source codes, 81 axial codes and 29 selective codes, under the Eight Components of reconceptualization Paradigm.The end result of the data analysis is that emancipation is a critical and enlightening, justice-based, intellectual-focused, and learner-centered emancipation. Attention toextra-school factors; with a comprehensive cultural perspective, contextualization and alignment with local community experiences seeks to manage the factors influencing the curriculum. Historiography; has been synonymous Monitoring the process and comprehensive curriculum ideas, curriculum heritage writingLearn a lesson, Logistics of Curriculum Opinions, and Self-based practice. Interdisciplinary; interactive management and comprehensive. Internationalizing curricular studies; is the context of cultural interaction, cultural passion and cultural synergy in the curricula. The relation between theory and practice; has been described in polar attitudes to theory, reciprocal tendency, and polar tendency to practice. Changing the Curriculum Development to the Curriculum Understanding; in Belief in Paradigm Shift, Non-Belief in Paradigm Shift, Meaningfulness and Demonstration of New Curriculum Identities and Finally Auto-biographical Curriculum with Personalized, Combined and Research-Based Titles have been marked.