Proposing a Development Model for Instructional Content and Textbooks in the Educational System
Subject Areas :Marzieh labbaf 1 , Naser Abbaszadeh 2 * , khadijeh khanzadi 3
1 -
2 - Imam Ali Officers' University
3 - Faculty member, Educational Management Department, Garmsar Branch, Islamic Azad University, Garmsar, Iran.
Keywords: Transformational Model, Instructional Content, School Textbooks, Educational System,
Abstract :
This study was conducted with the aim of designing a transformation model for instructional content and school textbooks within the educational system. Adopting a qualitative approach grounded in constructivist grounded theory, the research sought to deeply explore stakeholders’ experiences and perspectives regarding educational content reform. A systematic coding process, consisting of open, axial, and selective coding phases, was employed for data analysis. Data were collected through semi-structured interviews with 22 participants, including transformative teachers, curriculum planners, policy experts, and educational administrators. The process of data collection and analysis continued until theoretical saturation was reached. During open coding, initial concepts were extracted from the interview transcripts; in axial coding, these concepts were grouped into meaningful categories; and in selective coding, the final model outlining the key components and dimensions of instructional transformation was developed.
Findings indicated that meaningful transformation in instructional content requires a comprehensive revision of the objectives, structure, and substance of school textbooks. Emphasis on life skills, alignment of instruction with students’ evolving needs, adoption of active and multidimensional teaching methods, curricular flexibility, and dynamic interaction among teachers, learners, and content emerged as essential components. To enhance the credibility and trustworthiness of the study, validation strategies such as member checking, analytical memoing, and constant comparison were utilized throughout the research process.
The proposed model demonstrates both theoretical integration and practical applicability, offering a strategic and evidence-based framework for educational leaders, curriculum developers, and policy-makers engaged in systemic instructional reform. It is particularly relevant in rapidly changing educational environments, where the need for adaptive, learner-centered, and future-oriented curricula is critical. The model provides actionable insights for fostering sustainable educational development and improving the quality of teaching and learning in alignment with contemporary societal and cultural shifts.