Fractal knowledge enables curriculum design specialists to create novel and magnificent motifs within the multicultural context of higher education, aligning with the naturalistic tendencies of humans. The aim of this study is to design a fractal model of a virtual curriculum with an intercultural approach at Farhangian University. The research method is qualitative, with the statistical population consisting of curriculum specialists, textbook authors, higher education planners, and experts in virtual and intercultural education. Using the snowball sampling method, 16 experts were selected. Data were analyzed using inductive content analysis with initial, axial, and selective coding. For determining validity and reliability, necessary reviews including acceptability (expert reviews), confirmability (expert reassessments), and intra-topic agreement were employed. According to the results, the final model comprises 9 elements, 14 dimensions, 23 components, and 92 indicators. In the Klein-based research model, the "Objective" element includes three components: cultural cohesion, educational justice, and familiarity with multicultural concepts. The "Content" element includes three components: multicultural content, multicultural literacy, and cultural intelligence. The "Learning Activities" element includes two components: collaborative activities and multicultural activities. The "Teaching-Learning Strategies" element includes three components: multicultural skills, flexible teaching, and multicultural teachers. The "Space" element includes two components: fractal spatial diversity and intercultural space. The "Time" element includes two components: diverse scheduling and appropriate educational timing. The "Grouping" element includes two components: multicultural teams and the development of multicultural groups. The "Educational Materials" element includes three components: multicultural knowledge, diverse resources, and software and hardware infrastructure. The "Evaluation" element includes three components: qualitative evaluation, quantitative evaluation, and multicultural evaluation.

Keywords: Curriculum, Virtual Curriculum, Fractal, Intercultural

     

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