Vahid Ahmadi, Raziyeh Hajian, Saeedeh Salehi,
Volume 14, Issue 48 (8-2024)
Abstract
Abstract
This study aims to review the historical studies of curriculum planning in Iran from 1993 to 2021. For this purpose, reputable domestic academic databases (e.g., Noor Mags, Scientific Information Database (SID), Magiran, and the Comprehensive Portal of Human Sciences) were searched by using certain keywords, such as "curriculum history," "dimensions of curriculum history," and "historical curriculum". The search attempt was made to find the papers published in accredited domestic scholarly and research journals approved by the I.R. Iran’s Ministry of Science, Research, and Technology. A validated checklist was then used for the qualitative assessment of the papers. Curriculum history research is an emerging field of study, and no unified theoretical framework has yet been proposed to encompass all dimensions. In this review, 40 papers were identified initially through database searches and screened by examining their titles and abstracts concerning the inclusion and exclusion criteria. After a full-text review, 15 studies were ultimately included in the analysis. The research in the field of curriculum history in Iran was categorized into two groups: traditional and modern historical curriculum studies. Traditional historical curriculum studies mainly focused on narrating the developmental process of various curriculum elements from a conventional perspective. However, modern historical curriculum studies examined curriculum history from innovative viewpoints through emerging historical methodologies, analysis, and critique in their research. In addition to discussing studies representing each category, the review concludes by emphasizing the need to establish a dedicated journal for curriculum history to facilitate systematic research in this emerging field. Furthermore, given the limited number of historical curriculum studies conducted in Iran, greater scholarly attention should be paid to research in this area.
