Document Type : Original Article
Authors
1
Master's student in Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2
Faculty member and Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
3
Faculty member and Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
10.48310/jcdr.2026.21868.1261
Abstract
Background and Objectives: The present study aimed to identify the operational strategies for implementing the holistic (multi-dimensional) curriculum from the perspective of elementary school teachers. Methods: This study was conducted using a qualitative approach and a descriptive phenomenological method. Data were collected through semi-structured interviews with 30 teachers and analyzed using Colaizzi’s seven-step method. To ensure the trustworthiness of the findings, Lincoln and Guba’s criteria (credibility, transferability, dependability, and confirmability) were employed. Specifically, strategies such as member checking (validation by participants), peer debriefing (expert oversight), and thick description of the findings were utilized to enhance the rigor and transferability of the results. Findings: The findings revealed that operational strategies are organized around three main dimensions: teachers’ professional empowerment, transformation in curricular content and instructional organization, and strengthening infrastructural and environmental support. Creative strategies included the development of localized guidebooks based on teachers’ lived experiences and the preparation of pre-service teachers as ambassadors of change. Conclusion: Overall, the results indicate that the successful implementation of the holistic curriculum requires a participatory and multi-level approach that simultaneously emphasizes teachers’ professional growth and introduces reforms in curricular content, instructional processes, school infrastructure, and supportive educational policies.
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