About the journal
This journal was ranked “A+” and scored “95” based on the latest evaluation made by the Islamic Azad University in 2025.
The Curriculum Research Journal (CRJ) is an international, online, peer-reviewed, open-access journal that publishes original contributions to all areas of curriculum studies, including those derived from empirical, philosophical, sociological, or policy-related investigations.
Peer Review Policy
All manuscripts submitted to CRJ undergo rigorous peer review, based on initial editor screening and external refereeing by at least two anonymous reviewers. The manuscripts should be original, unpublished, and not in consideration for publication elsewhere at the time of submission. The journal reserves the right to reject papers before peer review where the articles do not meet the scope or basic quality standards of the journal. The editor aims to make a decision on whether manuscripts will be sent to external peer review within 2 weeks. The editor's decision is final.
Read Guide for Authors for information on how to submit your article.
-
Open Access Article
1 - The comparative effect of gamified and non-gamified flipped classrooms on Iranian EFL learners’ grammar
Leila Aghazadeh ، Alireza Memari Hanjani *Issue 2 , Vol. 6 , Spring 2025 -
Open Access Article
2 - Enhancing EFL learners' writing self-regulation: A mixed-methods study of automated and peer feedback
Mehrnoush Asghar Pour ، Zohreh Seifoori *Issue 2 , Vol. 6 , Spring 2025 -
Open Access Article
3 - Leveraging artificial intelligence for vocabulary development: Effects on recall and retention in English for specific purposes contexts
Najmeh Maghsoudi *Issue 2 , Vol. 6 , Spring 2025 -
Open Access Article
4 - Pyramid model of willingness to communicate versus communicative tasks: Can they reduce EFL learners' speaking barriers?
Parissa Pedram Parsi ، Neda Hedayat * ، Andisheh SanieiIssue 2 , Vol. 6 , Spring 2025 -
Open Access Article
5 - The role of critical pedagogy in developing self-regulated IELTS candidates: A mixed methods study
Ramin Anisheh Napani ، Nasim Shangarffam * ، Abdollah BaradaranIssue 2 , Vol. 6 , Spring 2025 -
Open Access Article
6 - Phenomenology of virtual education culture in the Iranian higher education
Soraya Baghershahi ، Zahra Taleb * ، Alireza SadeghiIssue 2 , Vol. 6 , Spring 2025
-
Open Access Article
1 - Validation of the indigenous model of citizenship education in the elementary school
Seyedeh Janat Mousavi ، Abbas Gholtash * ، Farzaneh VasefianIssue 3 , Vol. 4 , Summer 2023 -
Open Access Article
2 - Designing a model of health literacy curriculum in elementary school (grounded theory)
Najmeh Jafari Rozbahani ، Alireza Araghieh * ، Alireza Assareh ، Hamid MoghaddasiIssue 3 , Vol. 4 , Summer 2023 -
Open Access Article
3 - Examining the Mooc-based Curriculum in Iran's Higher Education
Elham Shariati ، Ladan Salimi * ، Vahid FalahIssue 3 , Vol. 4 , Summer 2023 -
Open Access Article
4 - Modeling the Structural Equations of Accreditation of the Training Program of Human Resources of Education of Qazvin Province
Mehdi Rahiminezhad ، Saeed Moradi * ، Batoul Faghiharam ، Firouz KyoumarsiIssue 3 , Vol. 4 , Summer 2023 -
Open Access Article
5 - Examining the teacher's performance with learning motivation and academic vitality of female students of the first year of high school
Hosniye Sadat Esmaeili * ، Narges Borzabadi FarahaniIssue 3 , Vol. 4 , Summer 2023 -
Open Access Article
6 - Classroom management: Strategies and challenges of Iranian teachers
Zohreh Jafari ، Leila Anjomshoa * ، Neda Fatehi RadIssue 1 , Vol. 5 , Winter 2024 -
Open Access Article
7 - EFL teachers’ pragmatic awareness and classroom practices influenced by an in-service training course of meta-pragmatics
Behnood Samani ، Mehrdad Amiri * ، Naser GhafouriIssue 1 , Vol. 5 , Winter 2024 -
Open Access Article
8 - The impact of interactionist vs. interventionist dynamic assessment on writing fluency and complexity of young vs. adult IELTS candidates
Leyli Kashef ، Naser Ghafouri * ، Akbar Valizadeh Oghani ، Azadeh MehrpouyanIssue 1 , Vol. 5 , Winter 2024 -
Open Access Article
9 - The role of text type on the use of metacognitive reading strategies: Iranian EFL learners' perceptions in focus
Somayeh Nilforoushan ، Mojgan Rashtchi * ، Gholam-Reza AbbasianIssue 1 , Vol. 5 , Winter 2024 -
Open Access Article
10 - The comparative effect of direct corrective feedback and recast in a critical thinking setting on EFL learners’ reading comprehension
Mehrdad Rezaee * ، Maryam Baghi ، Elaheh FaramarziIssue 1 , Vol. 5 , Winter 2024
