Design and Validation of a Social Entrepreneurship Curriculum Model Based on the Rhizomatic Approach in Iran’s Primary Education System

Abstract

The present study aimed to design and validate a social entrepreneurship curriculum model based on the rhizomatic approach in Iran’s primary education system. This study employed a mixed-methods design consisting of qualitative, validation, and quantitative phases. In the qualitative phase, inductive qualitative content analysis based on the Elo and Kyngäs approach was conducted using semi-structured interviews. Participants included curriculum planning faculty members, entrepreneurship education specialists, textbook authors, and educational policymakers selected through snowball sampling until theoretical saturation was achieved. In the validation phase, a three-round Delphi technique was conducted with 17 experts. In the quantitative phase, the statistical population consisted of primary school teachers in Mazandaran Province during the 2025–2026 academic year, from whom 300 participants were selected through cluster random sampling. Data collection instruments included semi-structured interviews, expert validation checklists, and a 123-item questionnaire. Data were analyzed using Atlas.ti, SPSS, and Smart PLS software, and the validity and reliability of the instruments were confirmed through specialized indices. The findings of the qualitative content analysis revealed that the final curriculum model consisted of four major elements including objectives, content, teaching methods, and evaluation, organized into 12 dimensions, 24 components, and 123 indicators. The Delphi findings demonstrated a high level of expert consensus regarding the validity of the extracted components, and Kendall’s coefficients indicated strong agreement and stability across the final rounds. Furthermore, the results of structural equation modeling confirmed that all model components possessed appropriate explanatory power and model fit within the real educational context. Indicators of convergent validity, discriminant validity, Cronbach’s alpha, and composite reliability also confirmed the adequacy of the measurement instruments and the structural validity of the proposed model. The findings indicated that employing a rhizomatic approach in designing a social entrepreneurship curriculum can contribute significantly to transforming primary education by promoting flexible, participatory, and problem-based learning. The proposed model, emphasizing creative thinking, social responsibility, experiential learning, and interactive evaluation, provides an effective framework for nurturing socially engaged and entrepreneurial students. The model can serve as a practical framework for educational policymaking, innovative curriculum development, and the reconstruction of learning environments in Iranian primary schools.