Investigating the components of a multicultural curriculum and determining its dimensions and indicators(A case study of the senior secondary schools in Tabriz)

The present study intended to answer the following two questions: (a) What is the current state of the multicultural curriculum components of the senior secondary schools? (b) What are the dimensions and indicators of a multicultural curriculum of the senior secondary schools? This research is mixed in terms of the nature of the data and is organized in two parts: qualitative and quantitative. interviews were conducted with 18 experts in the curriculum to the point of saturation. Two-stage coding method has been used to extract the results of the interviews. The statistical population in the quantitative part included teachers from the five districts of Tabriz who taught in the senior secondary schools in the school year. In the analysis of quantitative data, statistical methods have been used to validate the characteristics of a multicultural curriculum (obtained from the first stage) using Cronbach's alpha methods, CVR coefficient calculation, and exploratory and confirmatory factor analysis. Our findings identified four general dimensions of "goals", "contents", "methods", and "educational principles" in developing a multicultural curriculum.in the component of multicultural goals in the current Iranian educational system, the average experimental score is significantly higher than the theoretical average. Thus, it is clear that the current system is in a good position for targeting multicultural education, but regarding the three dimensions of "contents", "methods", and "principles of multicultural curriculum", average achieved is near to the theoretical average. the level of attentionof these three dimensions in the current education system is currently in the average situation.