Designing and validating the policy model of multicultural education in the general education system in Iran

Subject Areas : Research in Curriculum Planning

Jafar Moharami ¹ , javad keyhan ² , Maram sameri ³

1 - PhD student, Department of Educational Sciences, Urmia Branch, Islamic Azad University, Urmia, Iran
2 - Associate Professor, Department of Educational Sciences, Urmia branch, Islamic Azad University, Urmia, Iran
3 - Associate Professor, Department of Educational Sciences, Urmia Branch, Islamic Azad University, Urmia, Iran

Received: 2024-08-21 Accepted : 2025-05-20 Published : 2025-07-20

Keywords: educational policy, realization of education, multiculturalism, educational system of Iran,

Abstract :

Curriculum design is one of the important challenges of university professors, because arranging curriculum elements in a way that leads to learning is a difficult task. For this reason, the existence of curriculum templates can help university professors and curriculum planners in designing and compiling curricula in a way and in making decisions. The model in the development of university curricula is interpreted as a detailed plan to achieve the goal. For this purpose, the present research has been conducted with the aim of examining the curriculum patterns of higher education in Iran. The above research, with a systematic review of the literature and qualitative content analysis technique (theme analysis) among the sources and documents collected from reliable scientific databases, finally examined the number of 11 articles. The results of the research show that the focus of the researchers in providing models was mostly on Tyler's four elements and less on the nine and ten elements of the curriculum, and the macro dimensions of the curriculum in higher education have been neglected. Designing the proposed models (providing the framework) is one of the important activities of curriculum planners and decision makers, and university educations are also forced to design and implement the proposed models (determined frameworks) of the curriculum. But the focus of attention that researchers should pay more attention to is the extent of attention to the larger dimensions of the curriculum and not the elements and content of the curriculum.

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