2024/10/31 by Rahpeyma, Hamzeh, Hashemi, Seyed Ahmad, Gholtash, Abbas
Agricultural and Biological Sciences · Social Sciences · #Curriculum Components #Diverse Educational Innovations Studies #Educational Theory and Curriculum Studies #Fars Province #Higher Education and Employability #Thematic Analysis Method #Work and Technology Curriculum
paper · doi:10.71922/jee.2025.1188966
openalex publication_date 2024/10/31 · openalex created_date 2025/12/14 · openalex updated_date 2026/07/01
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.