Providing a Paradigmatic Model for General Education from the Perspective of Education Experts

Abstract

This study aimed to examine and critique the current state of general education from the perspective of education experts and curriculum planners. Due to the nature and characteristics of the subject, the qualitative research method based on the grounded theory paradigm model was employed. The participants included articles related to the research topic published between 2011 and 2021, as well as curriculum and education specialists. The sample size, determined by theoretical saturation, consisted of 21 cases (4 articles and 17 participants). The sampling method was snowball sampling, and semi-structured interviews were used as the research tool. To ensure research validity, four criteria—credibility, transferability, confirmability, and dependability—were applied. Additionally, inter-coder agreement was used to assess reliability, yielding a value of 0.84. The findings indicated that the paradigmatic model for general education, as perceived by education experts and curriculum planners, is influenced by 19 main categories, 49 subcategories, and 262 open codes. Based on the results, it is recommended that managers move away from stereotypical and superficial thinking. Instead of using predefined frameworks, they should develop new frameworks for general education tailored to the needs of the modern world. Furthermore, a participatory approach (utilizing the views and opinions of actors involved in the education system) should be employed in policy formulation.