The necessity of all-round implementation of schools implementing curriculum change: an ecological analysis of the requirements for the implementation of change in Hormozgan province

This article aims to identify strategies for effective implementation of curriculum changes in the cultural scope of Hormozgan, as a distinct ecosystem from other provinces of the country, using a qualitative approach and ecological study method. The data collection tool was a semi-structured interview. The potential participants of the research were all executive officers of the first secondary education in Hormozgan province (including staff managers, administrative experts, principals and vice-principals of schools), among whom fifteen people were selected by purposive sampling method with the logic of theoretical saturation of information. The analysis of the information obtained from the interview was done through the three-step coding method with the Strauss and Corbin approach and using the maxqda10 software. The results showed that the expectation in the Hormozgan region is that when the curriculum changes are implemented, "the whole new school be". This analysis was extracted from the following categories: improving the facilities of the schools implementing the change, persuading and preparing the local stakeholders, linking the program change with the conditions of the local community, creating an organizational culture related to the change, changing the curriculum from one place to another, improving the lives of the people implementing the change. curriculum, fair treatment of schools implementing curriculum changes; This expectation is above all a cultural-native expectation. In Hormozgan culture, change has meaning when it can be seen everywhere. We have interpreted this sight as "all-round drunkenness of the school".