Abstract

Extended Abstract



Introduction



The curriculum model for developing activism in the educational system is one of the new approaches that allows students to effectively learn practical and activism skills, in addition to learning theoretical knowledge (Marnili et al., 2023).

In this type of curriculum, students are asked to actively participate in classes and play an active

role in their learning process (Fereidouni, 2016). Using active and participatory teaching methods, establishing positive and constructive communication with students, and providing appropriate feedback to them can help increase student engagement in the curriculum (Marinelli, et al., 2023). Considering the above, the present study seeks to answer the question of how appropriate is the curriculum model for developing activism in the first year of secondary education based on the Acker model?

In line with the subject of the present study, one of the studies that was conducted is as follows:

Babazadeh (2024) in a study titled "Transforming Science Education: The Impact of Active

Learning on Student Engagement and Progress" showed that active learning improves student engagement and academic performance and promotes a transformative approach to teacher-centered methods that include lectures.



Methods



The research method is applied in terms of purpose and descriptive-survey method, and the statistical population consisted of all first-year high school teachers in Mazandaran province, 5145 people in 1403-1404. Multi-stage and random cluster sampling was used. Based on the Cochran sample size formula, 357 people were selected for the research.The research instrument was a researcher-made questionnaire on the curriculum for developing activism, which was structured on a 5-point Likert scale. The content validity of the questionnaire was provided based on the opinions of two expert professors, and the compatibility of the questionnaire items with the research objective was examined, and out of 78 items, 59 items remained.To ensure the validity of the questionnaire, Cronbach's alpha formula was used, which resulted in a reliability coefficient of 0.94. Theoretical and empirical literature was collected by referring to reputable domestic and foreign scientific databases.Two levels of descriptive statistics (frequency, percentage) and inferential statistics (first and second order factor analysis test and structural equation modeling) were used to analyze the data.



Result



Research question: To what extent is the curriculum model for developing activism in the first year of secondary education based on the Acker model appropriate?

In the first-order confirmatory factor analysis, the latent variable of learning goals has a significant effect on the three observed components. Empowerment and advancement are ranked first with a factor loading of 0.98. Self-management empowerment with a factor loading of 0.97 ranks second and decision-making empowerment with a factor loading of 0.91 ranks third. All the factor loadings obtained are greater than the threshold value of 0.30. Therefore, the relationships between the latent variable and the observed components are confirmed.



The latent variable of content has a significant effect on the three observed components. Pseudo-learning content with a factor loading of 0.95 ranks first, real learning content with a factor loading of 0.88 ranks second, and field discussion content with a factor loading of 0.82 ranks third.

The latent variable of teacher role has a significant effect on the two observed components. Conflict for understanding the material with a factor loading of 1.00 ranks first and exploration of the learning path with a factor loading of 0.94 ranks second.

The latent variable of learning location has a significant effect on the three observed components. Learning location analysis is ranked first with a factor loading of 0.99, project-based learning environment is ranked second with a factor loading of 0.94, and field diversity is ranked third with a factor loading of 0.76.

The latent variable of student evaluation has a significant effect on the observed component. The evaluation method modification with a factor loading of 0.98 is in the first place, the self-evaluation component with a factor loading of 0.96 is in the second place, and the feedback component with a factor loading of 0.61 is in the third place.

The latent variable of teaching-learning activities has a significant effect on the three observed components. The reverse learning component with a factor loading of 0.97 ranks first, conversation activities with a factor loading of 0.94 ranks second, and mandatory activities with a factor loading of 0.92 ranks third.



The latent variable of grouping has a significant effect on the three observed components. Grouping in terms of activities and grouping in terms of resources/content both rank first with a factor loading of 0.92, and the grouping component in terms of learning domain ranks second with a factor loading of 0.62.



The latent variable of time has a significant effect on the two observed components. Virtual education with a factor loading of 0.98 ranks first and local education with a factor loading of 0.90 ranks second.

The results of the second-order confirmatory factor analysis for the structural model of the "Activism Development Curriculum in the First Year of Secondary Education System" showed that all reported factor loadings were above 0.30, indicating the existence of significant and strong relationships between the latent variable and its ten observed sub-variables.

The fit indices of the curriculum model for developing activism in the lower secondary education system have high consistency and validity.



Conclusion



Findings show that in many educational situations, learners interact with pseudo-content rather than encountering real content, which causes learners to remain at a certain level of knowledge.



Therefore, it is necessary to design models that organize content in a balanced manner and push the learning path towards deeper and more participatory learning. Teachers should also play a guiding role in guiding the learning path so that students can identify effective learning strategies and move forward on the path of personal growth.



Student activism is effective when it is placed in an appropriate learning environment, such that the student can actively participate in learning and have real and practical experiences. Factor analysis shows that proper time management can provide students with the right opportunity to express creativity, innovation, and generate new ideas.



In many educational systems, assessment is still limited to traditional and one-sided methods. This situation reduces assessment to a mere tool for judging learners, rather than a mechanism for growth, deep learning, and improved academic performance.



Therefore, it is necessary to design new models and frameworks to guide student evaluation towards improving assessment methods, active participation of learners, and strengthening feedback.

It is suggested that the goals of formal curricula be revised in such a way that, in addition to transferring knowledge, attention is also paid to developing learner activism, which is possible through strengthening the three components of leadership, self-direction, and decision-making.