Curriculum Framework for Secondary Cultural Literacy Based on Zais's perspective

The purpose of this study is to provide a curriculum framework based on the development of cultural literacy in high school based on the Zais perspective.

The research method is applied in terms of purpose and qualitative information collection. Determining the characteristics of the optimal framework of the cultural literacy curriculum of the second year of high school was done based on the Zais model, which included two activities. In the first activity, the epistemological foundations of the optimal curriculum were explained based on the Zais model. The epistemology of the program was determined. In the second activity, according to the theoretical research method, first, the logic of the cultural literacy curriculum based on items such as a. Extracted components of cultural literacy in previous research, b. Emphasis and implications of upstream documents of the Iranian education system and c. The Zais (1976) curriculum design model was identified and then the characteristics of areas related to cultural literacy were identified based on the Zais model and the design of the desired framework. Finally, the framework designed based on the opinions of 20 experts in curriculum planning and social sciences was validated through a semi-structured interview method.

The most important results of this study are that 10 areas were proposed for the proposed framework, which includes knowledge and experience, content and structure, social and emotional elements, fair and relevant educational opportunities and resources, parent-association participation, educational strategies, program quality. The subject of cultural literacy was teachers' competencies, diagnosis and evaluation, and policy-making and supervision, according to which the framework was designed and approved.