Document Type : Original Article
Authors
1
Professor of Educational Administration, Department of Educational Sciences, Faculty of Islamic Education, Tabriz Branch, Islamic Azad University, Tabriz,, Iran
2
Department of Educational Sciences, University of Tabriz, Tabriz, Iran
3
Department of Educational Sciences, Faculty of Islamic Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Abstract
The present study aimed to validate a curriculum model for entrepreneurship education specifically designed for nomadic high school students. Entrepreneurship education in nomadic communities is of particular importance due to its role in empowering students, fostering individual and social skills, and enhancing their preparedness to address future economic and occupational challenges. Therefore, validating curriculum models that are aligned with the characteristics and educational needs of this group of students is considered essential.
In terms of purpose, this study was applied research, and in terms of methodology, it employed a descriptive-survey design based on the structural equation modeling (SEM) approach. The statistical population consisted of curriculum studies experts affiliated with universities and entrepreneurship education instructors working in secondary schools across West Azerbaijan Province. Given the limited size of the target population, a census sampling method was adopted, resulting in the participation of 234 respondents. Data were collected using a researcher-developed questionnaire designed based on the findings of the qualitative phase of Shakouri et al.'s (2025) study. Following the assessment of content validity, construct validity, and instrument reliability, Cronbach’s alpha coefficient was found to be 0.822, indicating satisfactory internal consistency. The collected data were analyzed using SmartPLS software and the structural equation modeling technique.
The findings demonstrated that the measurement model possessed adequate convergent validity (AVE > 0.50) and composite reliability (CR > 0.70). Furthermore, the coefficient of determination was 0.424, and the overall goodness-of-fit index (GOF = 0.522) indicated an acceptable fit of the proposed model. Based on these results, the entrepreneurship education curriculum model exhibited satisfactory validity, and its structure, components, and interrelationships were confirmed. Consequently, effective implementation of this curriculum model can provide an appropriate framework for developing and strengthening the entrepreneurial competencies of nomadic high school students.
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