1- Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
2- Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran ,maryambaratali@iau.ac.ir
3- Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
2- Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran ,
3- Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
Abstract: (7 Views)
Objective: This study aimed to identify and analyze the key drivers influencing the future of the primary education curriculum, based on the integrated objectives of the educational domains outlined in the Fundamental Reform Document and the components of brain-based education.
Methods: This applied study adopted a descriptive–analytical design within a futures studies approach. An initial set of 110 objectives was identified and screened for content validity, yielding 96 integrated objectives across six educational domains. These objectives were analyzed using a cross-impact matrix with the participation of 10 experts, and the resulting data were processed using MICMAC software.
Results: Ten key drivers with the greatest leverage within the structural configuration of the future curriculum were identified, primarily concerning self-regulation, holistic health, responsibility, movement- and art-based experiences, and social interaction. These drivers were: biological self-regulation and health-promoting behaviors; cognitive decision-making regarding safety and public health; awareness of human-induced consequences and environmentally responsible behavior; integration of physical, emotional, and psychological health; calm and mindful health care combined with constructive social interaction; lifestyle self-assessment and individual–social responsibility; sensory–artistic movement and the awakening of spiritual perception; rhythmic movement and the refinement of aesthetic taste; participatory beautification and social responsibility; and sociocultural play and the consolidation of Islamic values.
Conclusions: The future primary education curriculum constitutes a dynamic and complex system that cannot be adequately understood through linear or single-domain approaches. Accordingly, designing the future curriculum requires integrated, multisensory, and participatory learning experiences.
Methods: This applied study adopted a descriptive–analytical design within a futures studies approach. An initial set of 110 objectives was identified and screened for content validity, yielding 96 integrated objectives across six educational domains. These objectives were analyzed using a cross-impact matrix with the participation of 10 experts, and the resulting data were processed using MICMAC software.
Results: Ten key drivers with the greatest leverage within the structural configuration of the future curriculum were identified, primarily concerning self-regulation, holistic health, responsibility, movement- and art-based experiences, and social interaction. These drivers were: biological self-regulation and health-promoting behaviors; cognitive decision-making regarding safety and public health; awareness of human-induced consequences and environmentally responsible behavior; integration of physical, emotional, and psychological health; calm and mindful health care combined with constructive social interaction; lifestyle self-assessment and individual–social responsibility; sensory–artistic movement and the awakening of spiritual perception; rhythmic movement and the refinement of aesthetic taste; participatory beautification and social responsibility; and sociocultural play and the consolidation of Islamic values.
Conclusions: The future primary education curriculum constitutes a dynamic and complex system that cannot be adequately understood through linear or single-domain approaches. Accordingly, designing the future curriculum requires integrated, multisensory, and participatory learning experiences.
Keywords: Primary Education Curriculum, Educational Domains, Fundamental Reform Document of Education, Brain-Based Education
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