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Alidadi Abdolabad M, Nasseri N, Hashemiannejad F. (2026). Designing a Model for the Implementation of an Ethics‑Oriented Curriculum in Iran’s Education System. IJER. 5(1),
URL: http://ijer.hormozgan.ac.ir/article-1-362-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-362-en.html
Designing a Model for the Implementation of an Ethics‑Oriented Curriculum in Iran’s Education System
1- Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran
2- Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran ,naseri5586@mshdiau.ac.ir
2- Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran ,
Abstract: (26 Views)
Objective: The present study aimed to design a model for the implementation of an ethics‑oriented curriculum in Iran’s education system.
Methods: This research was applied and developmental in nature and employed a mixed‑methods approach combining qualitative and quantitative methods. In the qualitative phase, the study population consisted of 25 experts, managers, heads, and educational specialists in the education system who were selected as knowledgeable elites. In the quantitative phase, the statistical population included approximately 8,000 teachers and staff working in different positions within the education system. Based on Cochran’s formula, a sample size of 367 participants was determined and selected using cluster random sampling. Data were collected through a questionnaire. Data analysis was conducted using the Delphi method, structural equation modeling, and path analysis with AMOS software.
Results: The findings indicated that the model for implementing an ethics‑oriented curriculum in Iran’s education system consists of nine dimensions: objectives, content, teaching–learning methods, facilities and equipment, customs and traditions, time, the role and characteristics of teachers, the role and characteristics of learners, and evaluation. These dimensions comprised 59 components. Among these, objectives and educational aids were identified as the most influential and applicable dimensions and components of the model. The measurement model of the ethics‑oriented curriculum implementation was found to be acceptable and demonstrated appropriate validity, and the relationships within the model were significant and satisfactory.
Conclusions: The results suggest that the design and implementation of a model for an ethics‑oriented curriculum in Iran’s education system should be seriously pursued by educational authorities in order to promote students’ moral virtues and contribute to the well‑being of future society.
Methods: This research was applied and developmental in nature and employed a mixed‑methods approach combining qualitative and quantitative methods. In the qualitative phase, the study population consisted of 25 experts, managers, heads, and educational specialists in the education system who were selected as knowledgeable elites. In the quantitative phase, the statistical population included approximately 8,000 teachers and staff working in different positions within the education system. Based on Cochran’s formula, a sample size of 367 participants was determined and selected using cluster random sampling. Data were collected through a questionnaire. Data analysis was conducted using the Delphi method, structural equation modeling, and path analysis with AMOS software.
Results: The findings indicated that the model for implementing an ethics‑oriented curriculum in Iran’s education system consists of nine dimensions: objectives, content, teaching–learning methods, facilities and equipment, customs and traditions, time, the role and characteristics of teachers, the role and characteristics of learners, and evaluation. These dimensions comprised 59 components. Among these, objectives and educational aids were identified as the most influential and applicable dimensions and components of the model. The measurement model of the ethics‑oriented curriculum implementation was found to be acceptable and demonstrated appropriate validity, and the relationships within the model were significant and satisfactory.
Conclusions: The results suggest that the design and implementation of a model for an ethics‑oriented curriculum in Iran’s education system should be seriously pursued by educational authorities in order to promote students’ moral virtues and contribute to the well‑being of future society.
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/03/14 | Accepted: 2025/09/22 | Published: 2026/03/1
Received: 2025/03/14 | Accepted: 2025/09/22 | Published: 2026/03/1
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