Interpretive Structural Modeling of Online Implementation Dimensions of the Official Curriculum with an Emphasis on COVID-19 Experiences: The Role of Work Motivation in Improving Educational Processes

Subject Areas : Human resource management

Gita Zandieh ¹ , Aladdin Etemad Ahri ² , Zolfaghar Rashidi ³

1 - PhD student of Curriculum Planning, Department of Educational Sciences, Roudhen Branch, Islamic Azad University, Roudhen, Iran
2 - Assistant Professor, Department of Educational Management, Roudhen Branch, Islamic Azad University, Roudhen, Iran
3 - Assistant Professor, Department of Educational Management, Roudhen Branch, Islamic Azad University, Roudhen, Iran

Received: 2025-02-13 Accepted : 2025-02-26 Published : 2025-08-26

Keywords: curriculum, online curriculum, curriculum implementation, work motivation.,

Abstract :

This research examines and ranks the dimensions of online implementation of the official curriculum, considering the challenges and opportunities arising from the COVID-19 pandemic. The study is applied in nature, and methodologically, it is mixed, consisting of two stages: qualitative analysis and interpretive structural modeling. The statistical population includes faculty members of Islamic Azad University in the fields of educational management and curriculum planning. In the qualitative section, semi-structured interviews were used as the data collection tool, while in the interpretive structural modeling section, a researcher-developed questionnaire was the primary data collection tool. The results indicated that the online implementation of the official curriculum involves ten dimensions: online curriculum goals, learners, teachers, educational content, learner grouping, participation in the online learning process, effective use of technology, multitasking, parents, and evaluation. The COVID-19 pandemic emphasized the need for special attention to technology, the role of parents, and support for online education. The results of the structural modeling analysis revealed that the highest dependencies existed between the variables of learners, teachers, educational content, and online curriculum goals. In contrast, the variable of online education support had the lowest dependency and the greatest impact. Curriculum goals were identified as the dependent variable, and parents, effective technology, and online education support were identified as independent variables. This research emphasizes that flexible design, effective use of technology, and providing necessary support are key factors in the success of online education. Additionally, the experiences of COVID-19 have provided an opportunity .

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