An Analysis of Educational Content on Children's Rights in the Formal Curriculum
Keywords:
Children’s rights, thematic analysis, formal curriculum, education system, gender inequality, teacher trainingAbstract
The aim of this study was to qualitatively analyze the educational content on children's rights in Iran's formal curriculum, focusing on the representation of rights-related concepts, existing barriers, and improvement strategies. This qualitative research used thematic analysis based on semi-structured interviews with 15 education and curriculum planning experts in Tehran. Participants were selected through purposive sampling until theoretical saturation was achieved. Data were analyzed using NVivo 12 software, and open codes, subthemes, and main themes were extracted. The findings revealed that the representation of children's rights in the formal curriculum is scattered, incoherent, and often implicit. Concepts such as dignity, justice, respect, and responsibility are occasionally embedded in textbooks but lack explicit and structured reference to children's rights. Gender inequality, exclusion of marginalized groups, inadequate teacher training, and cultural value conflicts emerged as major obstacles. Suggested strategies included revising the curriculum structure, empowering teachers, utilizing technology, and promoting student participation. Children’s rights education in Iran requires comprehensive reform across content, pedagogical, and cultural dimensions. Integrating participatory approaches, professional teacher development, and systematic assessment is crucial for promoting educational justice and enhancing children’s rights awareness.
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