نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار ،گروه علوم تربیتی وروانشناسی ،دانشگاه پیام نور،تهران
2 دانشجوی کارشناسی ارشد رشته برنامه‌ریزی درسی، دانشگاه پیام نور، تهران، ایران.
3 دانشجوی دکتری مدیریت آموزشی رییس مرکز مشاوره دانشگاه پیام نور سازمان مرکزی، تهران، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
A B S T R A C T
This study designed and conceptually validated a life skills curriculum model for primary school students. A qualitative systematic grounded theory approach was used. Participants were 11 primary school teachers, counselors and administrators, parents, and curriculum and educational psychology specialists in Bandar Abbas, selected through theoretical sampling with maximum variation. Data were collected through in-depth semi-structured interviews and analyzed concurrently through open, axial, and selective coding. Theoretical saturation was reached at the eleventh interview, yielding 118 open codes organized into 18 major categories. Trustworthiness was enhanced through member checking, source triangulation, peer review, an audit trail, and inter- and intracoder agreement. The core phenomenon was the need to design and implement a life skills curriculum integrating cognitive, emotional, occupational, and health-related domains. Four causal categories were identified: inadequate curricular content, structural and implementation challenges, social and family influences, and individual-psychological barriers. Developmental characteristics, school culture, family and media changes, and centralized policy constituted the contextual conditions, while implementation barriers, family-social challenges, and infrastructure and budget limitations acted as intervening conditions. The proposed strategies comprised revising the formal curriculum, empowering teachers, engaging families and community institutions, and using experiential activities with performance-based assessment. Expected outcomes were classified into individual-psychological, social-behavioral, and academic/long-term domains. The model demonstrates that effective life skills education requires alignment among curriculum content, teacher capacity, school context, family participation, and assessment mechanisms.
کلیدواژه‌ها [English]
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