Developing a Model of Workplace Curriculum Elements Based on a Multicultural Approach in the Education System
Keywords:
Workplace Curriculum, Multicultural Education, Curriculum Model, Structural Equation Modeling, Educational System, Professional CompetenceAbstract
Purpose: The present study aimed to develop and validate a structural model of workplace curriculum elements grounded in a multicultural approach within the Iranian education system.
Methodology: This research was conducted using a quantitative design with a model-development orientation. The statistical population consisted of curriculum experts, senior teachers, educational administrators, and faculty members in Tehran. Using stratified random sampling and Cochran’s formula, 392 participants were selected. Data were collected through a researcher-developed questionnaire containing 62 items measuring eight dimensions: multicultural objectives, culturally responsive content, teaching–learning strategies, learning environment, assessment methods, teacher multicultural competence, school–workplace linkage, and diversity inclusion mechanisms. Content validity was confirmed by expert review, and construct validity was assessed using exploratory and confirmatory factor analyses. Reliability was verified through Cronbach’s alpha and composite reliability coefficients. Data were analyzed using SPSS and AMOS through descriptive statistics, correlation analysis, and structural equation modeling.
Findings: Exploratory factor analysis revealed an eight-factor structure explaining 80.05% of the total variance, with all factor loadings exceeding 0.57. Confirmatory factor analysis demonstrated acceptable model fit (χ²/df = 2.41, CFI = 0.94, TLI = 0.93, RMSEA = 0.061). Structural equation modeling indicated significant positive relationships among multicultural principles and curriculum components (p < 0.001). Teacher multicultural competence showed the strongest direct effect on teaching–learning strategies (β = 0.88), while multicultural principles significantly predicted curriculum objectives (β = 0.84). Sequential paths among objectives, content, pedagogy, learning environment, and assessment were also statistically significant, confirming the structural coherence of the proposed model.
Conclusion: The findings validate a coherent and empirically supported model integrating workplace readiness with multicultural principles, demonstrating that effective curriculum design for contemporary education systems requires systematic alignment between diversity-oriented values and professional competency development.
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Copyright (c) 2025 Solmaz Arimi (Author); Seyedeh Esmat Rasoli ; Ladan Salimi (Author)
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