Designing a Curriculum Model for Teaching Indigenous Arts of Hormozgan Province with an Entrepreneurship-Oriented Approach in Upper Primary Education

Abstract

This study aimed to design and explain a curriculum model for teaching the indigenous arts of Hormozgan Province through an entrepreneurship-oriented approach for upper primary school students. This qualitative study employed a phenomenological design. Participants comprised 20 curriculum specialists, art education experts, entrepreneurship education specialists, upper primary school teachers, and experts in the indigenous arts of Hormozgan Province, selected through purposive sampling. Data were collected using semi-structured interviews structured around a ten-element curriculum framework encompassing curriculum rationale and philosophy, objectives, content, learning activities, teacher role, student role, educational resources, time, learning environment, and assessment. The interview data were analyzed through Braun and Clarke’s six-stage thematic analysis procedure, including familiarization, initial coding, category formation, theme development, theme review, and integration into the final curriculum model. Trustworthiness was established according to Lincoln and Guba’s criteria of credibility, transferability, dependability, and confirmability. Interpretive analysis revealed that the proposed curriculum constitutes an integrated, contextualized, and experiential structure organized around four fundamental dimensions: “situated and experiential learning,” “art as a system of meaning,” “entrepreneurship as cultural–experiential value creation,” and “multilayered roles in learning.” The model shifts curriculum objectives from knowledge transmission toward creativity, problem-solving, self-efficacy, cultural identity, and entrepreneurial competencies. Its content is grounded in simplified indigenous arts and locally available materials, while learning activities emphasize project-based, collaborative, problem-oriented experiences and an idea-to-product cycle. The teacher is reconceptualized as a facilitator, learning designer, and cultural mediator, whereas the student assumes the role of an active learner, producer, designer, and decision-maker. Assessment is predominantly formative, qualitative, process-oriented, and performance-based, using observation, portfolios, self-assessment, and continuous feedback. The proposed model provides an indigenous, integrated, and entrepreneurship-oriented curriculum framework that connects schooling with local culture, lived experience, and value creation. Its implementation may strengthen students’ cultural identity, creativity, problem-solving abilities, entrepreneurial competencies, and other twenty-first-century skills while establishing stronger links among education, indigenous culture, and the local economy.