Abdullah, M. K., & Ajina, A. (2024). The impact of government expenditures on the labor market and its significance for the education sector: Evidence from Iraq. Pakistan Journal of Life & Social Sciences, 22(2), 21977–21983. [In Persian]
Behjati Ardakani, F., Yarmohammadian, M. H., Foroughi Abari, A. A., & Fathi Vajargah, K. (2012). A comparative study of the internationalization of higher education curricula in a number of countries. Knowledge and Research on Curriculum Planning in Educational Sciences, 9(33), 80–92. [In Persian]
Bhargava, M., & Jerome, L. (2020). Training teachers for and through citizenship: Learning from citizenship experiences. Societies, 10(2), 1–12.
Birmipour, A. (2013). Identifying and prioritizing factors affecting the implementation of curriculum change in elementary school. National Conference of the Iranian Curriculum Studies Association (Change in the Curriculum of Education Courses), University of Birjand. [In Persian]
Chentukov, Y., Omelchenko, V., Zakharova, O., & Nikolenko, T. (2021). Assessing the impact of higher education competitiveness on the level of socio-economic development of a country. Problems and Perspectives in Management, 19(2), 370–383.
Coopmans, M., Ten Dam, G., Dijkstra, A. B., & Van der Veen, I. (2020). Towards a comprehensive school effectiveness model of citizenship education: An empirical analysis of secondary schools in the Netherlands. Social Sciences, 9(9), 1–29.
Cornito, C. M. (2021). Striking a balance between centralized and decentralized decision making: A school-based management practice for optimum performance. International Journal of Social Sciences and Economic Review, 3(4), 8–15.
Coşkun Yaşar, G., & Aslan, B. (2021). Curriculum theory: A review study. International Journal of Curriculum and Instructional Studies, 11(2), 237–260.
Deng, Y., & Chen, L. (2022). School-based curriculum development boosts the professional growth of special education teachers. Advances in Educational Technology and Psychology, 6(9), 45–52.
Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72(3), 433–479.
Dufour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Solution Tree.
Efendi, S. (2020). The role of human capital in the education sector in efforts to create reliable organizational human resources. International Journal of Science and Society, 2(1), 403–405.
Farrell, T. S. C. (1999). The reflective assignment: Unlocking pre-service English teachers' beliefs on grammar teaching. RELC Journal, 30(2), 1–17.
Firouzjaeian, A. A., Firouzjaeian, M., Hashemi Petroudi, S. H., & Gholamrezadeh, F. (2013). Application of interpretive structural modeling (ISM) technique in tourism studies (Analysis with pathological approach). Tourism Planning and Development, 2(6), 129–159. [In Persian]
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teacher College Press.
Gahin, G., & Myhill, D. (2001). The communicative approach in Egypt: Exploring the secrets of the pyramids. TEFL Web Journal, 1(2), 128–139.
Hafezi, H., Latifi, V., & Rezaei, M. (1403). A reflection on the nature of curriculum planning during the Corona pandemic: Phenomenology of the attitudes and lived experiences of principals and teachers. Research in Curriculum Planning, 20(81), 135–155. [In Persian]
House, E. R. (1996). A framework for appraising educational reforms. Educational Researcher, 25(7), 6–14.
Hu, G. W. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15(2), 93–105.
Huber, S., Tulowitzki, P., & Hameyer, U. (2017). School leadership and curriculum: German perspectives. Leadership and Policy in Schools, 16(2), 272–302.
Islam, Z. N., & Fajaria, N. H. (2022). Cambridge curriculum implementation at SMP Madina Islamic School. Akademika, 11(1), 101–112.
Jawad, S. N., & Al-Assaf, S. I. (2014). The higher education system in Iraq and its future. International Journal of Contemporary Iraqi Studies, 8(1), 55–72.
Khosravi, M. (2018). Factors affecting adoption of curriculum innovations in the Iranian higher education system. Journal of Birjand University of Medical Sciences, 25, 68–75. [In Persian]
Kučerová, S. R., Dvořák, D., Meyer, P., & Bartůněk, M. (2020). Dimensions of centralization and decentralization in the rural educational landscape of post-socialist Czechia. Journal of Rural Studies, 74, 280–293.
Leider, C. M., Colombo, M., & Nerlino, E. (2021). Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of ELs? Education Policy Analysis Archives, 29, 100–100.
Leithwood, K., & McAdie, P. (2007). Teacher working conditions that matter. Education Canada, 47(2), 42–45.
Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues (4th ed.). Stollenwerk, D. A. [Ed.].
Mckay, S. (2003). Teaching English as an international language: The Chiean context. English Language Teaching Journal, 57(2), 139–148.
Mehrmohammadi, M. (2013a). Curriculum: Theories, approaches and perspectives. SAMT Publications. [In Persian]
Mehrmohammadi, M. (2013b). Concurrent management of the centralization circuit in the curriculum planning system. Curriculum Studies, 1(4), 1–16. [In Persian]
Mohaqeq Moein, M. H. (2006). Improving the educational system is not possible only through reforming the educational system. Conference on Innovation in Primary Education, Shiraz University. [In Persian]
Momeni Mahmouie, H., Karsheki, H., & Elahi Shirvan, A. (2013).
Investigation of effective factors for implementing curricula in the primary school. National Conference on Curriculum Change in Education Courses, Birjand.
https://civilica.com/doc/386362 [In Persian]
Musapour, N., & Saberi, S. H. (2010). Evaluation of the implementation implications and requirements of the national curriculum of the Islamic Republic of Iran. Curriculum Studies, 5(18), 62–88. [In Persian]
Nowzari, S., Shobeiri, S. M., & Rezaee, M. (2023). A comparative study of components of promoting environmental literacy in selected countries: Lessons for Iran. Iranian Journal of Comparative Education, 6(4), 2762–2782.
Piriaei, F., Maleki, A., & Zargar, M. (2018). Requirements and obstacles to the establishment of operational budgeting based on school performance based on the Shah three-factor model towards achieving the desired budgeting model in education subsystems. Educational Leadership and Management Research, 15(4), 149–174. [In Persian]
Qolamani, K. I. B., Kaya, E., Ünlü, İ., & Kaşkaya, A. (2025). Teachers' perceptions of the curriculum changes: The case of the new social studies curriculum in Northern Iraq. Journal of Curriculum Studies Research, 7(2), 91–113.
Ra’naa’ee, M., Mehrmohammadi, M., Delaavar, A., & KhosraviBaabaadi, A. A. (2022). Revisiting the constituents of deploying the national curriculum. QJOE, 37(4), 31–54. [In Persian]
Reimers, F. (2019). Letters to a new minister of education. CreateSpace Independent Publishing Platform.
Saadatmand, Z., Dadkani, M. Y., & Rahmani, J. (2018). Analysis of decentralized curriculum model in selected countries in order to provide a model for Iran's elementary education. Educational Development of Judishapur, 9(2), 110–119. [In Persian]
Schubert, W. H. (1991). Historical perspective on centralizing curriculum. In The politics of curriculum decision-making (pp. 98–118).
Shahraki, A., Liaghatdar, M., Nasr Isfahani, A. R., & Khallaghi, A. A. (2023). The factors affecting the implementation of technical and vocational education curricula in Australian schools. Journal of Management and Planning in Educational System, 16(2), 9–36. [In Persian]
Sodirjonov, M. M. (2020). Education as the most important factor of human capital development. Theoretical & Applied Science, (4), 901–905.
Tartifizade, N., Niknam, Z., Amani Tehrani, M., & Abbasi, E. (2024). Participants in school-based curriculum planning: A narrative of a decade of elementary school experience. Learner-Based Curriculum and Instruction Journal, 3(3), 20–36. [In Persian]
Wang, G., & Gao, F. (2023). The school-based multicultural education curriculum in China: A case study of two Yugur middle schools. Journal of Multilingual and Multicultural Development, 46(10), 3350–3362.