Curriculum Objectives of Artificial Intelligence in Iran’s Primary Education System
Keywords:
Curriculum Objectives, Artificial Intelligence, Primary Education, Curriculum Development, Educational Technology, IranAbstract
The purpose of this study was to identify, explain, and validate the objectives of the artificial intelligence curriculum in the primary education system of the Islamic Republic of Iran. This applied qualitative study employed Classical Grounded Theory and the Delphi technique. The research population consisted of experts in curriculum planning, virtual education, and information and communication technology during the 2024–2025 academic year. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved, resulting in the participation of 25 experts. Data were gathered through in-depth semi-structured interviews and analyzed using open, axial, and selective coding procedures. To ensure trustworthiness and validity, the extracted concepts were reviewed by participants, and the identified dimensions were further validated using the Content Validity Ratio (CVR) and Content Validity Index (CVI). The inferential findings revealed that the objectives of the artificial intelligence curriculum in primary education can be categorized into six major dimensions: philosophical and value-based objectives, cognitive objectives, skill-based objectives, affective and attitudinal objectives, educational and social objectives, and educational technology objectives. Validation results confirmed the adequacy of all identified dimensions, with CVR values ranging from 0.60 to 0.87 and CVI values ranging from 0.80 to 0.93. These findings indicate that AI education at the primary level should extend beyond technical knowledge and encompass ethical, cognitive, social, and technological development in an integrated manner. The study concludes that an artificial intelligence curriculum for primary education should be designed based on a comprehensive, balanced, and educationally oriented framework. Simultaneous attention to philosophical, value-based, cognitive, skill-oriented, attitudinal, social, and technological dimensions can contribute to the development of creative, responsible, informed, and future-ready students. The findings further emphasize the need for localized curriculum frameworks, appropriate educational content, teacher professional development, and adequate infrastructure to facilitate the effective integration of AI education into the national education system.
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