سطح‌بندی مؤلفه‌های الگوی برنامه درسی مهارت‌محور در دوره متوسطه اول با استفاده از مدل‌سازی ساختاری تفسیری (ISM) و تحلیل MICMAC

محمد   بیات; حمید رضا رضازاده بهادران; نادر  برزگر; عباس خورشیدی; بهارک  شیرزاد کبریا

Authors

Mohammad Bayat Department of Educational Planning, Ki.C., Islamic Azad University, Kish, Iran Author https://orcid.org/0009-0007-6339-232X
Hamidreza Rezazadeh Bahadoran Department of Education and Counseling, CT.C., Islamic Azad University, Tehran, Iran Corresponding author https://orcid.org/0009-0003-1146-2593
Nader Barzegar Department of Educational Sciences, Isl.C., Islamic Azad University, Islamshahr, Iran Author https://orcid.org/0000-0001-8755-6834
Abbas KHorshidi Department of Educational Management, Isl.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0001-8807-3543
Baharak SHirzadkebria Department of Educational Management and Higher Education, CT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0001-6472-7848

Keywords:

Skill, oriented curriculum, human resource development, first cycle of secondary education, Interpretive Structural Modeling, MICMAC analysis, competency, based education

Abstract

This study aimed to identify and explain the structural relationships, hierarchical levels, driving power, and dependence of the components of a curriculum model designed for skill-oriented human resource development in lower secondary education. This applied study adopted an exploratory mixed-methods approach. In the qualitative phase, a meta-synthesis and systematic review of relevant domestic and international studies were conducted to identify factors associated with a skill-oriented curriculum. Following content analysis and expert validation, conceptually overlapping factors were integrated into 12 major components. In the quantitative phase, 15 experts in curriculum planning, skill-oriented education, and educational management were purposively recruited to form the expert panel. Data were collected using a pairwise structural-relationship questionnaire. A Structural Self-Interaction Matrix and final reachability matrix were constructed, after which Interpretive Structural Modeling was applied to determine the hierarchical positioning of the components. MICMAC analysis was subsequently employed to classify the components according to their driving power and dependence. ISM revealed a five-level hierarchical structure. Skill-oriented curriculum objectives, educational policymaking and management, skill-oriented learning culture, and teachers’ professional development occupied the most fundamental level and exhibited the strongest driving role. Flexible and practical content and learning environment and infrastructure were positioned at Level 4, while active teaching–learning strategies and project- and problem-based learning constituted Level 3. Learner empowerment and new literacies were located at Level 2. Competency-based assessment and skill-related outcomes formed Level 1 and represented the most dependent outcomes of the model. MICMAC analysis classified the foundational components as key driving variables, structural and instructional-process components as linkage variables, and learner empowerment, new literacies, competency-based assessment, and skill-related outcomes as dependent variables. No autonomous component was identified. Effective implementation of a skill-oriented curriculum should begin with reforms in its foundational drivers, particularly educational policymaking, skill-oriented learning culture, and teachers’ professional development, followed by coordinated strengthening of structural and instructional processes. Sustainable learner competencies and skill-related outcomes therefore depend on systematic alignment across all layers of the curriculum model.

Downloads

Download data is not yet available.

References

Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for Teaching Students to Think Critically: A Meta-Analysis. Review of Educational Research, 85(2), 275-314. https://doi.org/10.3102/0034654314551063

Baartman, L., & Gulikers, J. (2017). Assessment in Dutch Vocational Education: Overview and Tensions of the Past 15 Years. In (pp. 245-266). https://doi.org/10.1007/978-3-319-50734-7_12

Bou Karroum, R. (2025). Impact of Professional Learning Communities on Teacher Performance and Student Achievement: A Systematic Review

Candia, C., Pulgar, J., & Pinheiro, F. L. (2025). Interconnectedness in Education Systems. In (pp. 891-909). Edward Elgar Publishing Limited. https://doi.org/10.4337/9781802207309.00079

Clarke, M. (2018). Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context. Studies in Higher Education, 43(11), 1923-1937. https://doi.org/10.1080/03075079.2017.1294152

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for Educational Practice of the Science of Learning and Development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791

Daugherty, B. (2025). Comparing Standards-Based Grading and Traditional Grading Practices: The Influence of Two Grading Practices on State-Standardized Test Scores and High School Grades Arkansas State University].

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111

Fullan, M. (2025). The New Meaning of Educational Change. Teachers College Press.

Gallardo, K. (2020). Competency-Based Assessment and the Use of Performance-Based Evaluation Rubrics in Higher Education: Challenges towards the Next Decade. Problems of Education in the 21st Century, 78(1), 61-79. https://doi.org/10.33225/pec/20.78.61

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A Review of Project-Based Learning in Higher Education: Student Outcomes and Measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586

Han, Z., Zhou, Z., Huang, C., Wang, X., Chen, G., & Huang, Q. (2026). Investigating the Evolution of Effective Teams among Middle School Students: Insights from Real-Time Collaborative Learning. Interactive Learning Environments, 34(5), 3436-3456. https://doi.org/10.1080/10494820.2025.2568908

Harahap, R. H., & Hale, Y. (2026). Problem-Based Learning in Primary Schools: Enhancing Conceptual Understanding and Problem-Solving Skills. International Journal of Educatio Elementaria and Psychologia, 3(2), 180-198.

Hristov, S., Nakov, D., & Miočinović, J. (2023). Constructive Alignment between Objectives, Teaching and Learning Activities, Student Competencies and Assessment Methods in Higher Education. Journal of Agriculture and Plant Sciences, 21(2), 21-36. https://doi.org/10.46763/JAPS23212021h

Lee, M. Y., & Lee, J. S. (2025). Project-Based Learning as a Catalyst for Integrated STEM Education. Education Sciences, 15(7), 871. https://doi.org/10.3390/educsci15070871

Meijer, K., Baartman, L., Vermeulen, M., & de Bruijn, E. (2025). Mapping Teachers' Perceived Importance of Assessment Competence: A Quantitative Exploration in the Context of Dutch Higher Vocational Education. Empirical Research in Vocational Education and Training, 17(1), 10. https://doi.org/10.1186/s40461-025-00185-5

Oecd. (2023). Education at a Glance 2023: OECD Indicators. https://doi.org/10.1787/e13bef63-en

Rodríguez-Silva, C., Cabrera Cuevas, J., & Violant-Holz, V. (2026). Fostering Creativity through Educational Interventions in Higher Education: A Systematic Review. The Journal of Creative Behavior, 60(1), e70078. https://doi.org/10.1002/jocb.70078

Saha, G. C., Akber, S. M., & Roy, A. (2023). Impact of Outcome-Based Education (OBE) on Learners' Performance in Business Courses. International Journal of Professional Business Review, 8(8), 6. https://doi.org/10.26668/businessreview/2023.v8i8.2394

Samad, M. R. (2026). Competency Based Learning Models in Vocational Education: A Literature Review. Journal of Vocational Education and Technical Engineering, 1(1), 1-9. https://doi.org/10.64850/jovete.v1i1.188

Stănescu, D. F., Frunzaru, V., & Stefanita, O. (2024). Self-Regulated Learning, Self-Efficacy and Life-Long Learning: The Mediating Role of Future Orientation. Kybernetes. https://doi.org/10.1108/K-03-2024-0585

Steketee, C., Moran, M., Brewer, M., & Rogers, G. D. (2024). The Four-Dimensional Curriculum Framework: 10 Years On. Focus on Health Professional Education: A Multi-Professional Journal, 25(2), 98-109. https://doi.org/10.11157/fohpe.v25i2.722

Suleymanova, A. (2026). Ensuring Policy Coherence and Competency-Based Alignment in Pedagogical Education: A Systematic Analysis of Minimum Educational Requirements and 21st-Century Skills Development in Azerbaijan.

Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., & Lubart, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054

Van Laar, E., van Deursen, A. J., van Dijk, J. A., & De Haan, J. (2019). Determinants of 21st-Century Digital Skills: A Large-Scale Survey among Working Professionals. Computers in human Behavior, 100(93), 104. https://doi.org/10.1016/j.chb.2019.06.017

Winterton, J. (2017). Competence-Based Vocational and Professional Education. In (pp. 1). Springer. https://doi.org/10.1007/978-3-319-41713-4_51

Zaky, H. (2026). Reimagining Higher Education: The Promise and Challenges of Competency-Based Learning in the Digital Age. Knowledge, 6(3), 15. https://doi.org/10.3390/knowledge6030015