Designing and Validating an Elementary School Curriculum Framework emphasizing on reducing the Risks of Cyberspace Harm

The purpose of the research was to design and validate the curriculum framework for reducing the risk of cyberspace harm for the elementary school. In the qualitative part, the theme analysis method was used and in the quantitative part, survey method was used. The participants of the qualitative section, in addition to the sources and texts, were specialists in educational sciences and cyberspace, who were selected in a targeted way and with the snowball technique. The research tools in the qualitative part were sandblasting and surveying along with semi-structured interviews with key informants. In quantitative section, the statistical society included elementary school teachers (264 people), 152 people were selected based on Morgan table using convenience sampling method. The research samples in the quantitative part were selected from elementary school teachers in Khorameh city based on Morgan's table in the available way. The research tool in the quantitative part was a researcher-made questionnaire, derived from the qualitative part. Thematic analysis was used to analyze the qualitative data and confirmatory factor analysis was used in the quantitative part. In the qualitative part, 554 semantic codes were classified in the form of 112 basic themes, 29 organizing themes of level 1 and 6 organizing themes of level 2, and the initial framework was formed. The results of the confirmatory factor analysis of the quantitative part showed that the goal with a factor load of 0.87, content with a factor load of 0.78, teaching-learning methods with a factor load of 0.77, logic with a factor load of 0.75 0, learning resources with a factor load of 0.69 and methods of evaluation with a factor load of 0.60 respectively were the explanations of the mentioned curriculum framework. Also, the Cronbach's alpha coefficient of 0.989 indicated the high validity of the elements of the curriculum framework for reducing the risk of harm from cyberspace in the elementary school.This framework has been designed and validated through a scientific and methodological process and can be used as a reference for policymakers, planners, and textbook authors, as well as teachers.