Validation of a Project-Based Curriculum Model in the Sixth-Grade Work and Technology Course

Abstract

Purpose: This study aimed to design and validate a project-based curriculum model for the sixth-grade “Work and Technology” course using expert consensus through the fuzzy Delphi method.

Methodology: Adopting a sequential exploratory mixed-methods design, the study began with semi-structured interviews with 15 curriculum experts. Thematic analysis identified initial indicators structured around ten curriculum components. In the quantitative phase, a three-round fuzzy Delphi technique was applied. Indicators were validated using fuzzy aggregation and defuzzification (threshold D ≥ 0.7). MAXQDA and SPSS were used for data analysis.

Findings: Out of 68 initial indicators, 5 were removed, 3 added, and 3 revised during the qualitative phase. In Delphi round two, 57 indicators were confirmed, and 9 were submitted to round three. Ultimately, 5 additional indicators were validated and 4 rejected. The final model includes 10 core components and 62 validated indicators.

Conclusion: The validated model provides a localized and structured framework for implementing project-based learning in elementary education and can guide curriculum design, content development, and teacher training.