فصلنامه مطالعات برنامه درسی
پیاپی 71 (زمستان 1402)

In an increasingly complex and uncertain world of the future, exploring alternative paths for future of education and the curricula in terms of fulfilling the mission of educational systems is necessary. Therefore, this study aimed to explore the foresight of the primary school curriculum in 2035. The study was conducted using a foresight approach and a scenario-planning tool, which resulted in four alternative scenarios. The first scenario, called "The magic school bus" represents "curriculum as a personal roadmap". The second scenario, entitled "The pursuit of happyness", describes "the curriculum revival". The third scenario, named "The Ice age", represents the "curriculum collapse". The fourth scenario, entitled "Dead poets society", narrates the situation of the "curriculum in limbo". The findings showed that innovation comes from agency rather than structures, and requires a transformation in perspectives about the education aims in the digital age, as well as an increase in the authority and empowerment of schools.

The aim of this study was to investigate the characteristics of project-based curriculum elements, design and validation of its model with a qualitative approach and documentary research method, using qualitative content analysis and analytical-inferential method. To identify and extract curriculum themes, project-based curriculum documents and resources and the views of curriculum experts were used. The method of data analysis was description of the basics and theoretical analysis and inference. Themes for curriculum goals rely on improving thinking skills and creating lifelong learning and cultivating scientific and practical knowledge in line with students' real-life lives. In the field of content there was an emphasis on richness and activity-oriented and its integrated organization; in the section of teaching-learning strategies the use of research methods and group exploration and problem solving were emphasized. And finally, the use of continuous and diverse evaluation and process-oriented, multiple and performance-based methods in the evaluation section was considered by this model. The validity of the proposed model was evaluated and confirmed using the content validity ratio formula and the Lawshe table.

This study aimed to explore the types of competencies necessary for the realization of democratic social education in Iran's educational system. For this purpose, the method of synthesis was used. In this qualitative research, the method of research synthesis and data analysis of theme analysis, Atride-Sterling (2001) style, were employed to analyze themes emerging from articles and theses in English and Persian related to competencies in the realization of democratic social education. First, a systematic review of English texts, articles, and dissertations from 2010 to 2021 were conducted based on six databases and Persian articles and theses from four databases were selected. The corpus was analyzed and refined using MAXQDA software and the results were organized in the form of 7 inclusive themes. And 28 organizing themes and 124 basic themes were analyzed. The results showed that competencies for the realization of democratic social education include 7 components of practical competence and practical action, spiritual competence, justice competence (with the most themes), political competence, technological competence (with the most themes), cultural competence, and global thinking competence that complement each other

The purpose of this study was to investigate the competency model of the undergraduate curriculum of Teacher Training University. The approach for the present study was qualitative and the method was a systematic review based on the model of Wright et al. (2007). The research community consisted of 326 articles on the competencies of consultants published in prestigious scientific journals between 2010 and 2022. The research corpus included 36 articles that were purposefully collected and selected based on thematic monitoring of data. The research data were collected from qualitative analysis of the studied documents. Based on the data analysis, consultants' competencies were classified into 3 dimensions and 20 factors.These dimensions included individual competencies (including personality traits, religious commitment, emotional intelligence, beauty, adaptability, perceptual skills, personal responsibility, motivation, communication skills), professional competencies (including factors Professional expertise, familiarity with professional plans, consulting process management, attention to professional development, professional organizational components, pedagogical knowledge management, professional commitment, professional ethics, skills and socio-cultural competencies (including factors; cultural insight and attention to social norms).

The purpose of this research was to explain the eassence and reason for curriculum mapping in elementary schools. This research was done by a synthesis method. The statistical community included all valid scientific articles between the years 2000 and 2021 From the initial search, 200 articles and documents were extracted in the field of curriculum mapping. After examining the abstract of the documents according to the two criteria of "quality" and "reliability", 90 documents were finally left for analysis as the final corpus. The purposeful sampling method continued until the saturation stage. According to the findings of curriculum mapping, 2 dimensions and 12 themes wee identified. The dimension of "elements and components of mapping" with 5 themes (objectives/basic questions, organized and meaningful content, basic skills/processes, assessment/learning tasks, timing) among the mentioned elements, curriculum mapping paid special attention to the skill-oriented element, and the two elements "design" and "sustainable perception" were removed due to the lack of necessary infrastructure in Iran's educational system. The dimension of "benefits and applications of mapping" was identified with 7 topics (development of participation culture, promotion of knowledge management, professionalization field, transparency of curriculum courses, intelligent visualization, flexibility, strengthening and development of teaching and learning process). The most emphasized benefit for the curriculum mapping is developing a culture of participation.