Design and Validation of the Conceptual Model of “Schools of Life” in the Education System: A Mixed-Methods Study
Keywords:
Life Schools, Conceptual Model, Education, Life, Oriented Learning, Holistic Development, Student Agency, Mixed, Methods ResearchAbstract
Purpose: This study aimed to design and validate a conceptual model of “Schools of Life” within the Iranian education system and to identify its underlying dimensions and components.
Methodology: This applied study employed a sequential exploratory mixed-methods qualitative–quantitative design. In the qualitative phase, 20 experts in educational sciences, curriculum planning, educational management, and educational psychology, together with experienced principals, vice principals, and teachers from schools in Kermanshah, were selected through purposive maximum-variation sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis in MAXQDA. Based on the qualitative findings, a researcher-developed questionnaire was constructed, and its content validity was assessed using the Content Validity Ratio and Content Validity Index. In the quantitative phase, 384 participants were selected through multistage cluster sampling, of whom 371 provided analyzable data. Construct validity was examined using confirmatory factor analysis, while Cronbach’s alpha and composite reliability were used to assess reliability.
Findings: Thematic analysis generated eight major dimensions and 24 components. Confirmatory factor analysis supported the proposed eight-factor, 52-item structure, with factor loadings ranging from 0.57 to 0.86. Model-fit indices demonstrated an acceptable fit to the data (χ²/df=2.41, CFI=0.93, TLI=0.92, RMSEA=0.062, and SRMR=0.057). Cronbach’s alpha coefficients ranged from 0.82 to 0.91, composite reliability values ranged from 0.87 to 0.93, and average variance extracted ranged from 0.53 to 0.65, confirming adequate reliability and convergent validity for all constructs. The final dimensions were life-oriented learning, life-oriented curriculum, holistic development, student agency, school culture and environment, leadership and management, family and community, and technology and innovation.
Conclusion: The validated Schools of Life model provides a comprehensive and multidimensional framework for transforming schools from predominantly instruction-oriented institutions into environments supporting meaningful learning, holistic development, student agency, and effective school–family–community interaction. The model can provide an empirical basis for educational policymaking, school evaluation, and school-improvement planning.
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Copyright (c) 2025 Mansuor Pashaie Vahid (Author); Maryam Eslampanah; Zohreh Sabzianpour, Anahita Faraji (Author)
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