Volume 7, Issue 4 (December 2025)
IEEPJ 2025, 7(4): 1-24 |
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Rezvani A, Heshmatifar L, Liaghatdar M J, Vasefian F. (2025). Identifying and Validating Content Components of an Entrepreneurship Education Curriculum for Elementary Schools. IEEPJ. 7(4), 1-24.
URL: http://ieepj.hormozgan.ac.ir/article-1-983-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-983-en.html
1- PhD student of Curriculum Planning, Department of Humanities, Mey.C., Islamic Azad University, Meymeh, Iran
2- Assistant Professor, Department of Educational Sciences and Psychology, Safahan Institute of Higher Education, Isfahan, Iran ,l.heshmatifar@safahan.ac.ir
3- Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Issfahan, Isfahan, Iran
4- Assistant Professor, Department of Educational Sciences, Faculty of Human Sciences, Mey.C., Islamic Azad University, Meymeh, Iran
2- Assistant Professor, Department of Educational Sciences and Psychology, Safahan Institute of Higher Education, Isfahan, Iran ,
3- Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Issfahan, Isfahan, Iran
4- Assistant Professor, Department of Educational Sciences, Faculty of Human Sciences, Mey.C., Islamic Azad University, Meymeh, Iran
Abstract: (1079 Views)
Objective: The purpose of the present study was to identify the characteristics of the content element in a curriculum based on entrepreneurial individual education at the elementary level and to validate these characteristics.
Methods: This study employed a mixed-methods approach with a qualitative–quantitative design. In the qualitative phase, data were collected through semi-structured interviews. Using purposive sampling, 34 semi-structured interviews were conducted to identify the characteristics of the content element. In the quantitative phase, a researcher-developed validation checklist in the form of a questionnaire was used. The questionnaire was evaluated by 20 experts using two indices: the Content Validity Ratio (CVR) and the Content Validity Index (CVI).
Results: The obtained CVR and CVI values indicated a high level of content validity for the designed questionnaire. The findings revealed that the characteristics of the content element in an entrepreneurship-based elementary curriculum emphasize entrepreneurship education, strengthening the psychological dimension of entrepreneurship, enhancing cultural and social entrepreneurial skills, and developing economic entrepreneurial skills.
Conclusions: The identified content characteristics can play an effective role in nurturing entrepreneurial individuals at the elementary education level and provide a valid framework for designing entrepreneurship-oriented curricula.
Methods: This study employed a mixed-methods approach with a qualitative–quantitative design. In the qualitative phase, data were collected through semi-structured interviews. Using purposive sampling, 34 semi-structured interviews were conducted to identify the characteristics of the content element. In the quantitative phase, a researcher-developed validation checklist in the form of a questionnaire was used. The questionnaire was evaluated by 20 experts using two indices: the Content Validity Ratio (CVR) and the Content Validity Index (CVI).
Results: The obtained CVR and CVI values indicated a high level of content validity for the designed questionnaire. The findings revealed that the characteristics of the content element in an entrepreneurship-based elementary curriculum emphasize entrepreneurship education, strengthening the psychological dimension of entrepreneurship, enhancing cultural and social entrepreneurial skills, and developing economic entrepreneurial skills.
Conclusions: The identified content characteristics can play an effective role in nurturing entrepreneurial individuals at the elementary education level and provide a valid framework for designing entrepreneurship-oriented curricula.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/03/15 | Accepted: 2025/05/4 | Published: 2025/12/1
Received: 2025/03/15 | Accepted: 2025/05/4 | Published: 2025/12/1
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