Thesis:

Title : designing agile model of curriculum in elementary school

The aim of the present study is to design a model for agile elementary school curriculum in order to respond to the rapid changes of the digital age and overcome the inefficiency of traditional and centralized educational structures. This study was applied-developmental in terms of purpose and qualitative in terms of approach with the strategy of data-based theory (Strauss and Corbin's systematic approach, 1998). The statistical population included experienced teachers and administrators of elementary schools in Sabzevar city, who were selected using purposive and theoretical sampling until theoretical saturation was achieved. Data were collected through in-depth semi-structured interviews and analyzed using a three-stage coding method (open, axial and selective). The research findings led to the identification of "transition to an agile, resilient and personalized learning ecosystem" as the core category. The extracted paradigm model showed that structural challenges and environmental requirements (causal conditions), in the context of a supportive organizational culture and alignment with upstream documents (enabling conditions), despite infrastructural and time constraints (intervening factors), through flexibility strategies, personalized learning, and a short-cycle feedback system (strategies), lead to outcomes such as deep learning, reduced forgetting, and increased resilience of the educational system. This indigenous model provides an operational framework that is consistent with the Iranian educational ecosystem that can reduce the gap between the intended and experienced curriculum and elevate teachers from mere executors to intelligent designers of the learning process

Keywords: Keywords: Pattern design, Agility, Curriculum, Elementary, Data-driven theory