Factors and Components of Integrated Face-to-Face–Virtual Curriculum Planning in Elementary Schools of Qom Province

Abstract

This study aimed to identify and explain the factors, components, and indicators constituting an integrated face-to-face–virtual curriculum planning framework appropriate to the educational requirements of elementary schools in Qom Province. This applied qualitative study was conducted using thematic analysis based on Sterling’s approach. Participants comprised curriculum-planning experts from universities and the education system. Using purposive, informed sampling, 16 experts were recruited, and interviews continued until theoretical saturation was achieved. Data were collected through documentary review and semi-structured interviews lasting approximately 30–60 minutes, guided by an interview protocol developed from the study objectives and theoretical literature. Three triangulation procedures were employed to enhance the credibility of the qualitative data. The collected data were subjected to theoretical coding and thematic analysis using MAXQDA software. Thematic analysis identified three overarching factors, 10 components, and 69 basic themes/indicators. The first factor, child-centered learning guidance within the integrated system, comprised learning orientations and curriculum-content structuring, encompassing 16 basic themes. The second factor, empowerment of elementary teachers in designing and guiding integrated curriculum planning, comprised four components: diversification and integration of teaching–learning strategies, flexible grouping of learners, transformation of the teacher’s role, and learning assessment, encompassing 31 basic themes. The third factor, organization of integrated curriculum environments and resources, comprised purposeful integration of educational resources, design and implementation of learning activities, flexible organization of instructional time, and flexible use of face-to-face and virtual learning spaces, encompassing 22 basic themes. Effective integrated curriculum planning in elementary education requires the simultaneous alignment of child-centered curriculum policies and content, professional teacher empowerment, and flexible organization of learning resources, activities, time, and spaces; therefore, successful implementation requires systematic curriculum redesign rather than merely adding virtual technologies to conventional face-to-face instruction.