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Designing an Iranian-Islamic Curriculum Model for Teachers' Knowledge Deficits Based on Demographic Variables
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Abstract: (35 Views) |
Objective: The present research aimed to design an Iranian-Islamic curriculum model for teachers' knowledge deficits based on demographic variables. Methods: In terms of purpose, this study was applied research, and in terms of implementation method, it was qualitative, using content analysis. The target population included university experts and specialists. Additionally, an analysis of educational documents and curricula was used as an additional data source to obtain more comprehensive information about factors affecting knowledge deficits. The sample size was determined according to the principle of theoretical saturation and concluded with 21 participants. Purposeful sampling was used for participant selection. The research instrument was a semi-structured interview. For data analysis, content analysis method and MAXQDA software were utilized. Findings: An Iranian-Islamic paradigmatic model was designed based on monotheistic values, flexibility, localization, and attention to demographic variables. This model can enhance the quality of education and lead to sustainable educational development while reducing teachers' knowledge deficits in cognitive, affective, and psychomotor dimensions. Conclusion: The proposed model is the most suitable as it is indigenous and responsive to Iranian-Islamic needs and can contribute to sustainable educational development.
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Article number: 6 |
| Keywords: Iranian-Islamic curriculum, Teachers' knowledge deficits, Demographic variables, Content analysis. |
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Full-Text [PDF 399 kb]
(39 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/03/8 | Accepted: 2026/03/9 | Published: 2026/03/16
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