Designing a Localized Model for the Work and Technology Curriculum in Lower Secondary Education of Fars Province: A Qualitative Study

محورهای موضوعی : 0

Hamzeh Rahpeyma ¹ , Seyed Ahmad Hashemi ² , Abbas Gholtash ³

1 - Department of Educational Sciences, La.C., Islamic AzadUniversity, Lamerd, Iran
2 - Department of Educational Sciences, La.C., Islamic AzadUniversity, Lamerd, Iran
3 - Department of Educational Sciences, Shi.C., Islamic AzadUniversity, Shiraz, Iran

تاریخ دریافت : 1403/08/10 تاریخ پذیرش : 1404/09/21 تاریخ انتشار : 1404/07/06

کلید واژه: Work and Technology Curriculum, Curriculum Components, Thematic Analysis Method, Fars Province,

چکیده مقاله :

This study aimed to identify the components of a curriculum model for Work and Technology in the lower secondary education of Fars Province. Considering the necessity of curriculum localization and its adaptation to regional needs and conditions, this qualitative research was conducted using a thematic analysis approach. Participants included 20 faculty members from reputable universities, selected through purposive non-random sampling. Data were collected via interviews and analyzed in three coding stages: basic, organizing, and global themes. The findings revealed that the Work and Technology curriculum model is structured around four main components: Objectives, Content, Teaching Methods, and Assessment, further detailed into sixteen sub-components across four dimensions. These components can serve as a suitable model for revising and enhancing the Work and Technology curriculum in Fars Province.

چکیده انگلیسی:

This study aimed to identify the components of a curriculum model for Work and Technology in the lower secondary education of Fars Province. Considering the necessity of curriculum localization and its adaptation to regional needs and conditions, this qualitative research was conducted using a thematic analysis approach. Participants included 20 faculty members from reputable universities, selected through purposive non-random sampling. Data were collected via interviews and analyzed in three coding stages: basic, organizing, and global themes. The findings revealed that the Work and Technology curriculum model is structured around four main components: Objectives, Content, Teaching Methods, and Assessment, further detailed into sixteen sub-components across four dimensions. These components can serve as a suitable model for revising and enhancing the Work and Technology curriculum in Fars Province.

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