Iranian Journal of Educational Sociology 2645-3460 9 May 2026 2026 05 01 Validation of a Curriculum Model Based on Students’ Social–Emotional Competence for Effective Activity in Cyberspace Using a Structural Equation Modeling Approach Validation of a Curriculum Model Based on Students’ Social–Emotional Competence for Effective Activity in Cyberspace Using a Structural Equation Modeling Approach 1 14 10.61838/kman.ijes.1460 EN Journal Article 2026 01 01 <p><strong>Purpose:</strong> The present study aimed to validate a curriculum model based on students’ social–emotional competence for effective activity in cyberspace using a structural equation modeling approach.</p> <p><strong>Methods and Materials: </strong>This study was conducted using a quantitative applied research design based on Partial Least Squares Structural Equation Modeling (PLS-SEM). The statistical population consisted of curriculum planning specialists, heads of sociology and psychology educational groups, and educational counselors in East Azerbaijan Province. Based on Cochran’s formula for an unlimited population, a sample size of 384 participants was determined. Participants were selected using stratified cluster random sampling. Data were collected through a researcher-made questionnaire consisting of dimensions related to objectives, content, teaching–learning strategies, teaching–learning opportunities, learning environment conditions, and evaluation. The validity of the questionnaire was confirmed using face validity, content validity, convergent validity, discriminant validity, and exploratory factor analysis. Data analysis was performed using PLS-SEM and included confirmatory factor analysis, path analysis, and structural model evaluation.</p> <p><strong>Findings: </strong>The findings demonstrated that all components of the proposed curriculum model had significant roles in explaining the curriculum structure, as all t-values exceeded the critical threshold of 1.96. The strongest effects on the curriculum model were related to evaluation (β = 0.896), learning environment conditions (β = 0.752), and teaching–learning strategies (β = 0.730). The components of objectives (β = 0.398) and teaching–learning opportunities (β = 0.350) also showed statistically significant effects. The results further indicated acceptable convergent and discriminant validity for all constructs. Cronbach’s alpha, composite reliability, and Average Variance Extracted (AVE) values for all constructs exceeded acceptable thresholds, confirming the reliability and validity of the measurement model.</p> <p><strong>Conclusion: </strong>The results indicated that the proposed curriculum model possesses appropriate structural validity and can effectively support the development of students’ social–emotional competencies for participation in virtual environments.</p> https://www.qijes.com/index.php/ijes/article/download/1460/1477