چكيده لاتين
Parenting education has been considered as an effective factor in improving the knowledge, skills, and attitudes of future parents in playing their role in various societies, and studentsʹ academic years are recognized as a suitable time to provide this education. The present study was conducted with the aim of analyzing the parenting education curriculum in Iran and selected countries in order to provide a desirable curriculum. This research is developmental-applied in terms of its purpose and mixed (sequential-explanatory) in terms of its data collection method. In the quantitative phase, documentary content analysis (including upstream documents and secondary school textbooks) was used and purposeful sampling was used. In the qualitative phase, the useful experiences of selected countries (Canada, Scotland, the United States, and Jamaica) were examined using the comparative study method (Boride model), and then the research background was examined in different dimensions using the synthesis research technique and findings were extracted that were appropriate for the ecosystem and cultural-social conditions of Iran. Also, through semi-structured interviews with experts in related fields, expert views were collected, and finally, using Tylerʹs model, the desired framework of the parenting education curriculum was designed and validated by the curriculum implementers and stakeholders, who confirmed its validity. The findings showed that although appropriate and successful parenting education has the potential to benefit all members of society, it has not been adequately and balancedly addressed either in upstream documents or in textbooks. A review of the school-based efforts of the selected countries showed that a common spirit prevails on the necessity of preparing the next generation for family responsibility, but the approaches have been strongly influenced by the cultural, social context, and educational priorities of each region. The next part of the research was conducted in the form of a systematic review focusing on parenting education, and the results indicated that numerous studies paid attention to the four main elements of the parenting education curriculum. Some of the findings from the interviews with experts also overlapped with the results of the synthesis study and provided valuable suggestions. Finally, this study proposed a curriculum framework for parenting education that is a combination of the principles contained in upstream documents of Iran, lessons learned from successful experiences in other countries, the results of numerous studies, and the opinions of experts. This framework was designed with an emphasis on flexibility and attention to cultural and regional differences and was validated by curriculum actors. The achievement of this study can provide a suitable basis for policymakers and curriculum planners to design and implement parenting education programs in the Iranian education system.
Keywords: Parenting education, curriculum framework, curriculum elements, selected countries, parenting education models
