Analysis of the Elements and Indicators of the Task-Based Curriculum Design Model in Primary Education: A Qualitative Approach

Abstract

This study aimed to examine and analyze the task-based curriculum in primary education. The task-based approach, which emphasizes active learning, content flexibility, and real-world connections, is recognized as one of the modern curriculum planning approaches. The research method was qualitative, and data were collected through content analysis of 12 primary education textbooks and semi-structured interviews with 15 teachers and curriculum planning experts. Data analysis was conducted in three stages: open coding, axial coding, and selective coding, resulting in the extraction of 150 initial codes, 12 main categories, and ultimately the identification of three key themes: "active learning," "flexibility," and "real-world connections." The findings revealed that despite the high potential of the task-based curriculum in promoting students' critical thinking and creativity, challenges such as a lack of resources, inadequate infrastructure, and insufficient teacher training were significant implementation barriers. However, opportunities such as the potential for localization and the use of modern technologies were identified, which could be effective in overcoming these challenges. Expert evaluations indicated that the component "teaching-learning strategies" received the highest approval with an average score of 4.6, while the "assessment" component, with an average score of 4.4, required revision. This study concluded that the task-based curriculum, with enhanced execution infrastructure and appropriate policy-making, can be an effective tool for improving learning quality in primary education.