Designing A Framework for Provision of Economic Education in the Social Studies Curriculum of Farhangian University

Regarding technological and economic requirements of today's world, public education systems need to take more responsibility for paying enough attention to educational planning and programs. Learners face many economic problems in their daily lives; therefore, economic education can help them to develop their economic thinking. Accordingly, it is the responsibility of educational and cultural institutions of countries not only to teach such basic and essential skills as reading and writing, mathematics, literature, and history to individuals, but also to pay attention to economic education and economic education programs because such programs can lead to the realization of desirable behaviors in individuals' lives and promote social interactions between them. Considering this, the objective of the present study was to design a framework for economic education in the Social Studies curriculum of Farhangian University. In line with this, this descriptive study, which was of an applied type, benefitted from a qualirtatuive approach to research and and a meta-synthesis method. Accordingly, the study was an attempt to analyze the research it covers and to resolve the contradictions in its literature. While integrating the results, the study also identified some relevant topics for future research. The following seven steps were taken in conducting this study: identifying first-hand sources based on the relevant keywords; identifying and categorizing concepts, and reviewing and conceptually analysing key elements; identifying information clusters for the desired pattern based on conceptual analysis patterns; putting together information within each category; repeating analysis cycles, until the categories were validated and the final statement was obtained; arranging categories for the desired application; and interpreting synthetic content. The findings of this study revealed that the framework for economic education in the Social Studies Curriculum consisted of ten elements, as proposed by Aker, of logic (achieving the goals of social studies and cultivating critical thinking), purpose (developing economic attitudes, knowledge, and skills), content (focusing on basic concepts of economics), learning and teaching methods (using active learning and teaching methods), resources and educational materials (using various educational resources), teacher role (guiding learners and facilitating learning), grouping (increasing learning through small groups), time (having flexibility in teaching time), place (focusing on learning environments both inside and outside the classroom), and evaluation (using various evaluation methods). A program which encompasses these element is an inclusive and community-oriented program which can lead to achievement of the goals established by the curriculum, development of students' critical thinking, conscious analysis of texts, students' application of concepts in real life and increased understanding of economic issues, and saving of time and educational resources. As the results of this study revealed, all ten elements of Acker were considered in the design of the relevant curriculum framework. This can indicate the comprehensiveness of the developed framework. As education policy makers believe, the training courses should involve economic education because it can provide the learners with the opportunity for improving their economic skills, attitudes, and behaviors. Overall, curriculum planners should pay more attention to economic education in targeting, organizing, and designing textbook content.