Curriculum Model for Health Education and Health Promotion in the First Cycle of Secondary Education Based on the National Comprehensive Map

Ameneh  Mahdizadeh Tavasani; Mostafa Azizi Shamami; Kiomars  Khatirpasha

doi:10.61838/3epkhz32

Authors

Ameneh Mahdizadeh Tavasani PhD student, Department of Curriculum Planning, Sri.C., Islamic Azad University, Sari, Iran Author https://orcid.org/0009-0008-3524-8723
Mostafa Azizi Shamami Department of Educational Sciences, University of Mazandaran, Mazandaran, Iran https://orcid.org/0000-0002-5278-5079
Kiomars Khatirpasha Department of Educational Management, Sri.C., Islamic Azad University, Sari, Iran Author https://orcid.org/0009-0004-1631-2700

DOI:

https://doi.org/10.61838/3epkhz32

Keywords:

Curriculum, Health Education, Health Promotion, Lower Secondary Education, National Comprehensive Map

Abstract

Purpose: The present study aimed to design a curriculum model for health education and health promotion in the first cycle of secondary education based on the National Comprehensive Map.

Methods and Materials: This study was applied in terms of purpose and exploratory-descriptive in nature, employing a qualitative approach. The research population consisted of experts in curriculum planning, health education, educational management, and educational policymaking at provincial and national levels. Participants were selected using purposive and snowball sampling methods, and data collection continued until theoretical saturation was achieved, resulting in the participation of 18 experts. Data were gathered through semi-structured interviews designed according to the study objectives and theoretical foundations. The qualitative data were analyzed using thematic analysis and thematic network analysis based on the approaches of Braun and Clarke and Attride-Stirling. The coding process included open, axial, and selective coding. Credibility, dependability, and confirmability criteria were used to ensure trustworthiness, and expert review was employed to validate the extracted model.

Findings: The analysis revealed that the curriculum model for health education and health promotion in lower-secondary education is multidimensional and consists of five interrelated dimensions: learning, curriculum, social, environmental, and strategic dimensions. Among these, the learning dimension emerged as the core component, emphasizing health literacy, self-care, healthy decision-making, emotion management, and life skills. The curriculum dimension highlighted the importance of health-oriented content, active teaching methods, and performance-based assessment. The social dimension emphasized stakeholder participation, including family involvement and cooperation with health institutions. The environmental dimension focused on healthy physical and psychological school environments, while the strategic dimension underscored alignment with national educational documents, managerial support, and educational policymaking. Expert evaluations indicated a high level of acceptance regarding the comprehensiveness, coherence, applicability, and policy alignment of the proposed model.

Conclusion: The findings indicate that effective health education and health promotion in lower-secondary schools require a comprehensive, systemic, and multidimensional curriculum framework. The proposed model integrates individual health competencies, curriculum structures, social participation, environmental support, and strategic governance into a coherent framework capable of guiding curriculum development, educational policymaking, and school-based health promotion initiatives. Its alignment with the National Comprehensive Map enhances its relevance and applicability within the national educational system.

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