Validation of the Sacred Defense Curriculum Model in Higher Education
Keywords:
Sacred Defense curriculum, validation, confirmatory factor analysis, higher education, curriculum modelAbstract
The objective of this study was to validate and conceptualize the multidimensional structure of the Sacred Defense curriculum model in Iranian higher education. This research employed an exploratory mixed-methods design. In the qualitative phase, semi-structured interviews with 12 experts in Sacred Defense studies and curriculum planning were conducted, and data were analyzed through open, axial and selective coding. In the quantitative phase, a researcher-made questionnaire consisting of 28 items was administered to 70 university instructors teaching the Sacred Defense course. Instrument validity and reliability were examined using confirmatory factor analysis, Cronbach’s alpha, composite reliability and AVE. Data analyses were performed using SPSS and SmartPLS. Confirmatory factor analysis indicated that all constructs had acceptable factor loadings, with AVE values ranging from 0.40 to 0.68. Composite reliability values exceeded 0.70 for all dimensions. Path analysis showed that “Role of Social Groups” (t = 50.15, p < .001, β = 0.924), “Resilience and Resistance” (t = 22.49, p < .001, β = 0.855), and “Consequences of Sacred Defense” (t = 20.63, p < .001, β = 0.829) had the strongest effects on the curriculum model. Model fit indices (NFI = 0.92, SRMR = 0.066) confirmed an acceptable model fit. The findings confirm that the Sacred Defense curriculum model possesses a valid, reliable, and multidimensional structure capable of guiding curriculum development, evaluation and improvement in higher education. The model emphasizes national values, identity formation, social participation and multidimensional narratives of the Sacred Defense, offering a robust foundation for enhancing curriculum quality.
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