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1- PhD student, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran.
2- Assistant Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran.
2- Assistant Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran.
Abstract: (377 Views)
Purpose: This study aimed to design a Fractal Virtual Curriculum Model with an Intercultural Approach for Farhangian University.
Methodology: The research employed a qualitative approach using inductive content analysis within a grounded theory framework. Data were collected through semi-structured interviews with 16 experts in curriculum studies, virtual education, and intercultural pedagogy, selected via snowball sampling. The interview transcripts were coded in three stages: open, axial, and selective coding. MAXQDA software was used to manage and categorize data. The coding process identified recurring patterns and thematic relationships to construct a comprehensive model. Trustworthiness was ensured through member checking, peer review, and intercoder agreement.
Findings: The final model consists of nine core elements: objectives, content, learning activities, teaching-learning strategies, space, time, grouping, educational materials, and evaluation. Each element includes specific subcategories and indicators grounded in the principles of fractal theory and intercultural education. The objectives focused on cultural cohesion and educational equity; content emphasized multicultural literacy and cultural intelligence; learning activities included participatory and diversity-driven tasks. Teaching strategies centered on flexibility and multicultural competence, while spatial and temporal components addressed virtual inclusivity. Grouping practices promoted intercultural collaboration, materials supported multilingual and multimodal access, and evaluation incorporated qualitative, quantitative, and multicultural dimensions. The model allows recursive adaptation across educational settings, mirroring the self-similar and dynamic nature of fractals.
Conclusion: The proposed Fractal Virtual Curriculum Model addresses the cultural, technological, and pedagogical complexities of modern learning environments, supporting inclusive and context-sensitive curriculum development.
Methodology: The research employed a qualitative approach using inductive content analysis within a grounded theory framework. Data were collected through semi-structured interviews with 16 experts in curriculum studies, virtual education, and intercultural pedagogy, selected via snowball sampling. The interview transcripts were coded in three stages: open, axial, and selective coding. MAXQDA software was used to manage and categorize data. The coding process identified recurring patterns and thematic relationships to construct a comprehensive model. Trustworthiness was ensured through member checking, peer review, and intercoder agreement.
Findings: The final model consists of nine core elements: objectives, content, learning activities, teaching-learning strategies, space, time, grouping, educational materials, and evaluation. Each element includes specific subcategories and indicators grounded in the principles of fractal theory and intercultural education. The objectives focused on cultural cohesion and educational equity; content emphasized multicultural literacy and cultural intelligence; learning activities included participatory and diversity-driven tasks. Teaching strategies centered on flexibility and multicultural competence, while spatial and temporal components addressed virtual inclusivity. Grouping practices promoted intercultural collaboration, materials supported multilingual and multimodal access, and evaluation incorporated qualitative, quantitative, and multicultural dimensions. The model allows recursive adaptation across educational settings, mirroring the self-similar and dynamic nature of fractals.
Conclusion: The proposed Fractal Virtual Curriculum Model addresses the cultural, technological, and pedagogical complexities of modern learning environments, supporting inclusive and context-sensitive curriculum development.
Type of Study: Research Article |
Subject:
Special
Received: 2024/07/12 | Accepted: 2024/05/9 | Published: 2025/04/7
Received: 2024/07/12 | Accepted: 2024/05/9 | Published: 2025/04/7
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