Designing a Conceptual Framework for Elementary Curriculum to Address Emerging Technologies: Based on the Perspectives of Farhangian University Student Teachers

Document Type : Original Article

Authors

1 Assistant Professor, Department of Social Sciences, Farhangian University, Tehran, Iran

2 Assistant Professor, Department of History Education, Farhangian University, Tehran, Iran

10.48310/jcdr.2025.19711.1197

Abstract

Background and Objectives: The technological transformation in education, especially with the emergence of artificial intelligence and innovative tools, highlights the need to rethink curriculum design. Despite growing research in this area, a significant gap remains in understanding the perspectives of future teachers regarding technology in elementary education. This study aims to design a conceptual framework for the elementary curriculum to address emerging technologies, based on the analysis of student teachers' views. Methods: This qualitative study employed thematic analysis with the participation of 12 student teachers from Farhangian University. Data were collected through semi-structured interviews and analyzed using a three-step coding process. Findings: The results show that four main themes of limited familiarity with technology, mental challenges, motivation for learning, and suggested curriculum reform constitute the conceptual framework of the elementary curriculum for dealing with emerging technologies. These led to a conceptual framework encompassing individual readiness, technological content, teaching methods, structural support, and reflective competence. Conclusion: Current teacher training programs are not aligned with technological demands. Curriculum revision, hands-on experience with technology, and stronger links between teacher education and tech institutions are recommended. The study faced limitations in sample size and implementation time.

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