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Identifying and Explaining the Characteristics of a Citizenship Education Curriculum in Elementary Grades 2: A Grounded-Theory Approach
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Sahar Amirian *1   , Majid Aliasgari , Ali Mohebi |
| 1- , saharamirian070@gmail.com |
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Abstract: (7 Views) |
Objective: This study identifies and explains the key characteristics of a citizenship education curriculum for elementary grade 2 using a grounded-theory approach.
Method: Employing both qualitative and quantitative methodologies, the research is developmental-applied in nature. Data collection tools included expert interviews and questionnaires. The statistical population comprised university faculty, curriculum specialists, education experts, and experienced elementary school principals and teachers. A purposive sampling method was used to select 18 participants. For data analysis, NVIVO version 11 was used for the qualitative phase, while Excel 2019 and Expert Choice version 11 supported the quantitative analysis.
Findings: Open coding of qualitative data yielded 85 initial codes, 29 axial codes, and 12 selective codes, which together form the framework of curriculum characteristics for citizenship education in elementary grade 2. Weight analysis of the selective codes revealed that “effective goal-setting” ranked first with a relative weight of 0.100, followed by “constructive and effective interaction” (0.096), and “enhancement of social skills” (0.095).
Conclusion: The success of educational systems in achieving their goals and ideals depends on their ability to cultivate informed, responsible, and creative citizens. This can only be achieved through optimal citizenship education and the promotion of civic culture. Therefore, it is recommended that such educational content be integrated into lower levels of schooling, particularly the elementary stage, and prioritized within the national education system. |
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| Keywords: Curriculum, Citizenship Education, Elementary Education, Grounded Theory |
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Type of Study: Research |
Subject:
other
Received: 2025/06/9 | Revised: 2025/11/15 | Accepted: 2025/08/6 | ePublished ahead of print: 2025/11/15 | Published: 2025/08/11 | ePublished: 2025/08/11
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