Provide a Framework for Lifelong Learning-Based Curriculum Elements Using the Capacity of Cyberspace

The present study provided a framework for curriculum elements based on lifelong learning using the capacity of cyberspace.The method was a qualitative in phenomenological type and the statistical population included curriculum planning experts and professors of Tabriz universities in 1400-1401. The sample size continued until the theoretical saturation of the data (15) among expert professors and the data was collected through semi-structured in-depth interviews using the snowball method.The data was analyzed through thematic coding and Smith methods.The validity was internal validity and the interviews were conducted with a predetermined program in a suitable atmosphere, with the observance of the interview conditions and away from bias and personal opinion.Considering the results of the data analysis based on the "content analysis" method obtained from interviews with the experts, 34 sub-themes were extracted and these themes were identified in eleven main themes,included Logic of curriculum,Objectives of curriculum,Content of curriculum,Learning activities,Teaching methodology,Paying attention to the role of teacher in curriculum,Materials and resources of curriculum,Space and place of curriculum,Curriculum time,Curriculum grouping and Curriculum evaluation features which formed the framework for the elements related to the curriculum based on lifelong learning using the capacity of cyberspace. Consequently, the 11 identified elements and their34 constituent indicators are the main elements of the curriculum based on lifelong learning using the capacity of cyberspace.Given that students achieve learning and education in school, thus, it is necessary to administer students' lifelong learning using cyberspace according to modern educational and communication technologies in the world, in the design of school curriculum.