Antecedents and consequences of collaborative curriculum planning in schools: identification and prioritization with fuzzy Delphi approach

Document Type : Original Article

Authors

1 Assistant Professor, Curriculum Planning Department, Marand Branch, Islamic Azad University, Marand, Iran

2 PhD student in Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran.

Abstract

Background and Objective: The purpose of the present study was to identify and prioritize the antecedents and consequences of collaborative lesson planning in Urmia schools using the fuzzy Delphi method.
Research Methodology: The present research was mixed and using a qualitative and quantitative combined method. The statistical population of the current research is secondary schools of Urmia city, from which 20 people were selected as a sample using the purposeful sampling method based on theoretical saturation. In the qualitative phase, semi-structured interviews were used to collect information. In the quantitative section, a Delphi questionnaire was used to collect information.
Findings: The obtained results have shown that among the consequences of collaborative curriculum planning in schools, the development of teamwork skills, more motivation, motivation to continuous learning, social interaction, identification of talents, social support, acceleration of learning, diversity of views are the most important factors. are. Also, among the antecedents of collaborative curriculum planning, collective participation, attention to student-centeredness, collaborative decision-making, matching the curriculum with real life, attention to goal-based learning, more importance to learning processes, attention to individual differences, self-confidence in knowledge Students are also the most important consequences of this style of lesson planning in secondary schools of Urmia city.
Conclusion: Based on the model of participatory curriculum planning, students' participation in school activities is not only limited to administrative matters, but they are also allowed to participate in policy making, decision making and legislation.

Keywords

Main Subjects

References

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Applied Educational Leadership
Volume 6, Issue 3
October 2025
Pages 1-14

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History

  • Receive Date: 02 July 2024
  • Revise Date: 01 October 2024
  • Accept Date: 04 October 2024

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