Family Management in Iranian Schools: A Meta-Synthesis and Critical Approach
Keywords:
Family Management, Curriculum, Meta, Synthesis, Iranian Schools, Family Education, Curriculum Planning, Life SkillsAbstract
Purpose: The purpose of this study was to identify, synthesize, and explain the dimensions, components, and indicators of a family management curriculum in Iranian schools through a critical meta-synthesis approach and to develop a comprehensive conceptual framework for curriculum planning in this field.
Methods and Materials: This qualitative study employed a meta-synthesis methodology based on the seven-step model proposed by Sandelowski and Barroso. The research population consisted of Persian and English scholarly publications related to family management, family education, and curriculum studies published between 2000 and 2022 for international sources and between 2001 and 2022 for Iranian sources. An initial search yielded 460 studies. Following multiple screening stages using predefined inclusion and exclusion criteria and methodological quality assessment through the Critical Appraisal Skills Programme (CASP), 46 studies were selected for final analysis. Data were analyzed through open, axial, and selective coding procedures, and reliability was assessed using Cohen’s Kappa coefficient.
Findings: The results revealed that the family management curriculum in Iranian schools consists of four major dimensions: objectives, content, teaching methods, and evaluation. These dimensions were organized into 12 main categories and 70 subcomponents. The objectives dimension included cognitive, emotional, communicative, ethical and commitment-oriented, practical, simplicity-oriented, economic, and social categories. The content dimension emphasized the selection and organization of real-life, value-based, and socially relevant educational materials. The teaching methods dimension highlighted active and participatory approaches such as inquiry, dialogue, problem-solving, role-playing, and technology-supported instruction. The evaluation dimension comprised continuous assessment and performance-based evaluation. Furthermore, a Cohen’s Kappa coefficient of 0.684 indicated acceptable agreement between coders and satisfactory reliability of the proposed model.
Conclusion: The findings suggest that family management is a multidimensional and interdisciplinary educational domain that should be systematically integrated into school curricula. The proposed framework can support the design of family-centered educational programs, promote life skills, strengthen economic literacy, enhance social responsibility, and improve family-school interactions. The model also provides a practical foundation for educational policymakers and curriculum developers seeking to address the evolving needs of Iranian families and students.
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Copyright (c) 2025 Parvin Tajmohammadi, Aliasghar Mashinchi, Seyed Ahmad Hashemi (Author)
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