Iranian Journal of Educational Sociology 2645-3460 8 Serial Number 8-4 2025 08 19 Validation of a Skills Training Curriculum Model Using a Quantitative Approach (With Emphasis on Technical and Vocational Training Organization Courses) Validation of a Skills Training Curriculum Model Using a Quantitative Approach (With Emphasis on Technical and Vocational Training Organization Courses) 1 15 10.61838/ttd0vd88 EN Journal Article 2025 04 05 <p><strong>Purpose: </strong>The objective of this study was to validate a skills training curriculum model using quantitative methods, with emphasis on programs delivered by the Technical and Vocational Training Organization.</p> <p><strong>Methods and Materials: </strong>This quantitative study employed structural equation modeling (SEM) using the partial least squares (PLS) approach. The study population comprised experts, faculty members, and specialists in curriculum studies and technical/vocational education. Sample size determination followed the PLS criterion of multiplying the highest number of items in a construct by ten, resulting in 190 participants. Data were collected through a researcher-designed questionnaire consisting of 97 items, developed based on qualitative findings. Content validity was assessed using face validity and the Content Validity Ratio (CVR) method with Lawshe’s formula, involving 12 subject matter experts. Construct validity was examined through principal component analysis in PLS. Reliability was assessed using Cronbach’s alpha, composite reliability, and internal consistency measures.</p> <p><strong>Findings: </strong>Inferential results indicated that all constructs demonstrated acceptable to excellent reliability (Cronbach’s alpha range: 0.737–0.975) and convergent validity (AVE &gt; 0.50). Discriminant validity was confirmed via the Fornell–Larcker criterion. The skills training curriculum construct significantly predicted all its component dimensions (β range: 0.593–0.847; all t-values &gt; 9.71). The highest effect was on learning activities (β = 0.847, t = 26.09), followed by objectives (β = 0.796) and grouping (β = 0.789). R² values indicated strong explanatory power, with learning activities having the highest variance explained (71.7%). Predictive relevance (Q²) values were all positive, with the strongest for learning activities (0.396). The Goodness of Fit (GOF) index was 0.569, indicating an excellent model fit.</p> <p><strong>Conclusion: </strong>The validated curriculum model demonstrates high reliability, validity, and predictive power, confirming its applicability as a framework for designing and implementing effective skills training programs within technical and vocational education.</p> https://www.qijes.com/index.php/ijes/article/download/1384/1412