Factors Affecting a Curriculum Based on Citizenship Legal Literacy Education

Kobra  Gholizadeh Chennab; Shahram Ranjdoust

Authors

Kobra Gholizadeh Chennab Department of Educational Studies and Curriculum Planning, Mara.C., Islamic Azad University, Marand, Iran Author https://orcid.org/0009-0003-8576-6901
Shahram Ranjdoust Department of Educational Studies and Curriculum Planning, Mara.C., Islamic Azad University, Marand, Iran https://orcid.org/0000-0002-6359-8770

Keywords:

Citizenship rights, elementary curriculum, legal literacy, citizenship education, civic education

Abstract

Purpose: This study aimed to identify the factors affecting a curriculum based on citizenship legal literacy education in order to improve the quality of civic education in Iran’s educational system.

Methods and Materials: This applied and developmental study was conducted using an exploratory sequential mixed-methods design. In the qualitative phase, the statistical population included experts in education, curriculum planning, social sciences, and citizenship rights. Participants were selected through purposive and snowball sampling. Data were collected through 15 semi-structured interviews, which continued until theoretical saturation was achieved. The qualitative data were analyzed using MaxQDA software through open, axial, and selective coding. The extracted themes were then organized to develop a conceptual structure for a curriculum based on citizenship legal literacy education.

Findings: The inferential findings supported a multidimensional structure for citizenship legal literacy education. The analysis indicated that five key components formed the core of the proposed curriculum model: citizenship rights education, values and beliefs, practical empowerment, development of social interaction, and media and digital literacy education. These components represented interrelated knowledge-based, attitudinal, behavioral, and social indicators. The findings showed that emphasis on citizens’ rights and responsibilities, justice-oriented attitudes, dialogue skills, social participation, legal awareness, responsible media use, and digital literacy plays a decisive role in designing an effective curriculum for educating law-abiding and participatory citizens.

Conclusion: The results suggest that citizenship legal literacy education in Iran requires a shift from the mere transmission of theoretical concepts toward a competency-based, participatory, and practice-oriented curriculum. Such a curriculum can contribute to strengthening civic awareness, promoting legal responsibility, enhancing social participation, supporting educational justice, and preparing students for active and responsible citizenship in contemporary society.

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