Designing a Curriculum Model Based on the Social and Emotional Competencies of Secondary School Students for Engagement in Virtual Spaces

Abstract

The present study aimed to design a curriculum model based on the social and emotional competencies of secondary school students for engagement in virtual spaces. This research was applied in its purpose and employed a qualitative-exploratory approach. Data were collected and analyzed through semi-structured interviews with curriculum planning experts and senior educators in sociology and psychology. To ensure validity and reliability, the study used participatory validation, triangulation, and coding by multiple researchers. The method of data analysis was thematic analysis. Based on the findings, 273 codes were extracted from interviews with 13 participants. Of these, 33 codes were duplicates and were removed, leaving 240 codes for final analysis. After merging the foundational themes, 78 sub-themes were identified and categorized under seven main themes or components: objectives, content, teaching methods, materials and resources, teaching-learning opportunities, learning environment conditions, and evaluation. The results indicated that one of the essential components of education for engagement in virtual spaces is a curriculum specifically designed to teach the social and emotional competencies required for such activities.