Designing and Validating a Child-Rights-Based Curriculum Model in the Teacher Education System: A Case Study of Farhangian University

Abstract

This study aimed to design and validate a comprehensive child-rights-based curriculum model for the teacher education system at Farhangian University. This applied study employed a sequential exploratory mixed-methods design conducted in three stages. First, a qualitative meta-synthesis of 34 relevant studies was undertaken to identify the preliminary components of the model. Second, semi-structured interviews were conducted with 11 university faculty members, curriculum specialists, and legal experts selected through purposive and snowball sampling until theoretical saturation was achieved. The qualitative data were analyzed through thematic analysis using open, comparative, and categorical coding procedures. The content validity of the extracted components was subsequently assessed through Lawshe’s method and the judgments of 15 experts. In the quantitative stage, a researcher-developed questionnaire was administered to 201 school principals, teachers, and curriculum experts who had graduated from Farhangian University. The proposed model was validated using partial least squares structural equation modeling in SmartPLS 3. The meta-synthesis identified 26 intermediate categories organized into six principal factors. The expert interviews produced 37 components classified under ten curriculum elements: rationale, objectives, content, teaching–learning processes, teacher role, learner role, materials and resources, assessment, scheduling, and implementation setting and context. All components demonstrated acceptable content validity, and the overall content validity ratio was 0.847. Cronbach’s alpha and composite reliability coefficients exceeded 0.70 for all constructs, while average variance extracted values were greater than 0.50, confirming internal consistency and convergent validity. Moreover, the overall goodness-of-fit index of 0.328 indicated an acceptable fit between the proposed conceptual structure and the empirical data. The validated model provides an integrated framework for redesigning teacher education curricula. By combining educational justice and inclusion, child dignity and safety, meaningful participation, explicit rights education, and civic and ethical competencies, the model can prepare prospective teachers to establish safe, inclusive, participatory, and rights-oriented learning environments in which children’s differences and voices are recognized.