Document Type : Original Article


1 Graduated PhD of Curriculum Planning, Department of education, Arak branch, Islamic Azad University, Arak, Iran

2 Assistant Professor, Assistant Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran.

3 Associate Professor, Department of education, Arak Branch, Islamic Azad University, Arak, Iran



Purpose: The educational institution is considered one of the largest producers of information and undoubtedly the largest consumer and storer of information and knowledge, this is important in our country due to the quantitative development of educational institutions and attention to religious and national components. And it has a higher value. The production of knowledge and its optimal application in the process of education and training will increase the knowledge and ability of learners in their most important mission, that is, the training of capable and efficient human resources will succeed more than in the past. However, throughout history and in the contemporary era, there have been many crises that have affected the process of social presence of people in the society and have reduced the desire of people to be outside the house. Seasonal diseases, air pollution, riots and street conflicts, etc. have been among these crises. But the new crisis that has affected all countries is the way of the Covid-19 virus. An outbreak of the novel Covid-19 pneumonia occurred in December 2019 in Wuhan, Hubei Province, China, and caused global concern. As with all disease outbreaks, the first likely psychological response of the general population is fear of contamination. They also fear that this epidemic will continue. The borderless spread of this new and deadly virus has caused the closure of public centers, educational facilities and important events, including various levels of social and research activities, etc. in different parts of the world. In this regard, one of the institutions affected by Covid-19 was educational organizations and institutions such as schools and universities. The aim of this study was to analyze and explain the pattern of integrated curriculum in elementary school virtual education in the context of the Covid-19 epidemic.
Methodology: In terms of applied purpose, in terms of method, the present study was a mixture of consecutive exploratory type and in terms of data collection method in the qualitative part of the data base and in the quantitative part, correlation and structural equations. In the first (qualitative) part of the field interview, the participants included curriculum instructors and some prominent elementary teachers who had top provincial rankings in teacher evaluation, and these individuals were purposefully selected (20 interviews). With 20 people and continued to the point of theoretical saturation) and in the second part (quantitative), the statistical population included elementary teachers in Arak (360 people). The research tool in the qualitative part of the interview was semi-structured and in the quantitative part, a questionnaire (36 items in the form of four indicators) was selected. MaxQDAPro, SPSS24 and Smart PLS2 software were used to review and answer the research questions and to draw and compile the measurement model and structural model.
Findings: The results of the present study showed that the four central codes of learning activities, objectives, content of the integrated curriculum and evaluation of academic achievement were the central codes of the integrated curriculum model in elementary school virtual education in the context of the Covid-19 epidemic. Also, the results of the structural model showed that all four dimensions have sufficient fit.
Conclusion: The results of the present study, even after the end of the Covid-19 pandemic period, can pave the way for primary education managers and planners in the country to improve primary education.


Dan Zh. (2020). China adopts non-contact free consultation to help the public cope with the psychological pressure caused by new coronavirus pneumonia. Asian Journal of Psychiatry. Available online 10 April 2020, In Press.
DiCicco‐Bloom B, Crabtree BF. The qualitative research interview. Medical education. 2006 Apr;40(4):314-21.
Gajek E. (2018). Curriculum Integration in Distance Learning atPrimary and Secondary Educational Levels on the Example of eTwinning Projects. Educ. Sci. 2018, 8, 1.
Gholamian R, hashemi S, mashinchi A, behroozi M. (2020). Teaching Methods - Learning Integrated Social Education Curriculum in Elementary School. Educational Administration Research, 11(44): 15-26.
Gulpan J O, Baja R.M. (2020). Technological Leadership of 21 st Century Principals of Private Secondary Schools. 4(4).
Hair J. F, Sarstedt M, Ringle C M, Mena J A. (2011). An assessment of the use of partial least squares structural equation modeling in marketing research. Journal of the Academy of Marketing Science, 40(3): 414–433.
Hero J. L. (2020). Exploring the Principal's Technology Leadership: Its Influence on Teachers' Technological Proficiency. Online Submission, 4(6), 4-10. [Link]
Himer T, Alex J, Mattout S, Mitwally N, Alnassar S. (2020). Medical students’ perceptions of their educational environment in an integrated curriculum in Saudi Arabia. Journal of the Pakistan Medical Association, 1-14.‏
Jazayeri Y, Paul R, Behjat L, Potter M. (2020). Learning From The Integrated Curriculum Approach: Student Reflections During And After Their Experience. Proceedings Of The Canadian Engineering Education Association (Ceea).‏
Khavari S A. (2009). Integrated approach: a strategy for today's school curriculum. Efficient Schools, No. 6, 77-75.
Kniep S M, Reid J L. (2020, July). 21st century competencies in light of the history of integrated curriculum. In Frontiers in Education (Vol. 5, p. 122). Frontiers.
Mahmoodi F, Cheraghi Z. (2016). Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members. J Med Educ Dev; 9 (23) : 64-73.
Mohammadi M, Fathi Vajargah K. (2012). Presenting an interdisciplinary integrated model in Curricula Planning. Interdisciplinary Studies in the Humanities, 2(4): 19-37.
Moradpour J, Naderi Eh S M, Asareh A. (2018). Designing an integrated model of the first secondary school curriculum and its validation from the perspective of curriculum experts and relevant teachers. (2018). '', Research in Teaching, 6(4): 209-237.
Motahhari Nejad, H. (2015). Integrated curriculum as the today need of engineering education (Creating the KNOW/DO/BE bridge). Iranian Journal of Engineering Education, 17(66): 17-38.
National Health Commission of the People’s Republic of China. An update of novel coronavirus pneumonia outbreak as of 24:00 on 17 February(2020).
Purwani W A, Erfansyah N F, Pangastuti R, et al. (2020). Meeting Standards through Integrated Curriculum: Point of View by Sussan M. Drake and Rebecca C. Bruns. IJORER: International Journal of Recent Educational Research, 1(1): 58-62.‏
Rabeie M, Hajihossinnejad G, Ataran M, et al. (2021). ThOptimal Model of Curriculum in the Field of Ecological Literacy Education in the Elementary Schools. Journal of Curriculum Studies, 15(59): 5-30.
Rastegari N, Salari Chineh P. (2020).Identification and analysis of effective factors in improving the teaching-learning process of Farhangian University students-teachers using e-learning approach using interpretive structural modeling (ISM), the second national conference on new teaching-learning findings In elementary school, Bandar Abbas.
Safar Nawadah M. Mohammadi F, Jafari GhavamAbad F. (2015). “Integrated curriculum model in general dentistry education in Iran”, Quarterly journal of qualitative research in curriculum, First year, No. 1. [In Persian].
Safarnavadeh M, Mohamadi Farsani F. (2015). The Integrated curriculum model in Iran dental education. Qualitative Research in Curriculum, 1(1): 61-80.
Zein Aldeen Z, Naderi E, Shariatmadari A, Seif Naraghi M. (2015). Providing a guide model for curriculum development based on examining the level of knowledge of faculty members of the Islamic Azad University, Kerman Branch of the basic axes of curriculum planning. Journal of Educational Leadership and Management, 4 (4): 99-128.