In the contemporary century, innovative approaches to curriculum planning have been adopted to enhance the effectiveness of education in accordance with individual, social, and environmental conditions. In this regard, centralized approaches, which impose a uniform educational model on diverse groups of learners, have increasingly lost their appeal. In the Islamic Republic of Iran, given the overarching policy strategies and existing research, there are clear indications of broad support for this trend. Nevertheless, the endorsement of decentralization has largely remained at the theoretical level, with limited evidence of its practical implementation. the present study first seeks to determine the position of the decentralization model in curriculum planning within the desirable intellectual framework derived from the statements and educational thought of the late Imam Khamenei. It then identifies the existing problems that have prevented the realization of this desirable state through a review of previous studies and field investigation. Subsequently, the underlying causes of these problems are analyzed, and solutions are proposed at the levels of governance technology and social mechanisms to overcome the identified barriers. Accordingly, this study employs the “deep inquiry” approach to explain the factors and conditions responsible for the gap between the existing and desirable states, identify the barriers to realizing the proposed model, and develop appropriate solutions for addressing them. The principal innovation of the study lies in its methodological approach, as the use of deep inquiry enables a more in-depth analysis of the problem and facilitates a coherent explanation of its underlying causes and potential solutions.