Abstract
Religious and national identity are among the important dimensions of adolescent personality formation, and the school, alongside the family, social environment, and media, is considered one of the most important contexts for the formation and rethinking of identity during adolescence. Despite the importance of this issue, curricula often limit identity to a specific subject or educational activity and do not use the cross-curricular capacity of all subjects to strengthen it. The present study aimed to design and validate an identity-oriented curriculum model based on Wragg’s three-dimensional curriculum model and the religious and national identity-building components in upper secondary school students. The study was applied in purpose and qualitative and documentary-analytical in method. In the component identification stage, 60 articles and 20 specialized books were examined using deductive qualitative content analysis, and 11 fundamental components were extracted, which were then consolidated into eight cross-curricular axes. These components were then organized within the three dimensions of Wragg’s curriculum. For validation, the opinions of 10 faculty members holding PhDs in educational psychology, educational sciences, and sociology were used. The average CVR of the components was 0.86, the overall CVI was 0.79, and Cohen’s Kappa coefficient was 0.94. The final model indicates that identity issues are better pursued as a cross-curricular approach in all subjects and through appropriate teaching, learning, and assessment methods.
Keywords: Identity-oriented curriculum, Wragg’s curriculum, three-dimensional curriculum, religious identity, national identity, identity-building components.