Designing a Curriculum Model Based on Educational Justice for the First Level of Primary Education: A Qualitative Study
Keywords:
Model design, curriculum, educational justice, first gradeAbstract
Purpose: The study aimed to design an educational justice–based curriculum model for the first level of primary education to promote equal learning opportunities and reduce educational inequalities.
Methodology: This qualitative study employed thematic analysis to develop a justice-oriented curriculum model. Data were collected through analysis of educational documents, scholarly resources related to educational justice, and interviews with experts in primary education and curriculum planning. Relevant documents and studies were initially identified and screened based on predefined inclusion criteria, after which eligible sources were analyzed. Expert participants were selected through purposive sampling and interviewed until theoretical saturation was achieved. Trustworthiness of findings was ensured through credibility, dependability, confirmability, and transferability procedures. Data analysis followed systematic stages of thematic analysis, including coding, theme development, categorization, and conceptual integration.
Findings: Findings indicated that an educational justice–based curriculum model consists of four main components: objectives, content and organization, teaching methods, and evaluation. At the objective level, educational justice emphasized equitable access to learning opportunities, student empowerment, social participation, and development of ethical and social competencies. Within the content and organization dimension, attention to individual differences, cultural diversity, competency-based learning, real-life relevance, and progressive structuring of learning experiences were identified as key principles. Teaching methods highlighted active, participatory, and learner-centered approaches supported by inclusive and discrimination-free learning environments. Evaluation practices were conceptualized as formative, process-oriented, qualitative, and multi-source assessments aimed at supporting learning improvement rather than student classification. Collectively, a comprehensive set of indicators formed the structural foundation of the proposed justice-oriented curriculum model.
Conclusion: The study demonstrates that achieving educational justice in primary education requires systematic redesign of curriculum components through alignment of inclusive objectives, flexible content, participatory teaching strategies, and supportive assessment practices. The proposed model provides a coherent framework capable of reducing educational disparities, enhancing learner engagement, and fostering holistic student development, thereby offering practical guidance for curriculum reform and educational policy improvement.
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Copyright (c) 2026 Elahe Bagheri (Author); Ali Mohebi; Amirhossein Mehdizadeh (Author)
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