The Effectiveness of Multidimensional Strategic Curriculum Studies Perspective on Preschool Children’s Citizenship Skills
Keywords:
Multidimensional education, multidimensional strategic curriculum studies perspective, citizenship skills, preschool children, artistic, scientific and technological literacyAbstract
This study aimed to examine the effectiveness of instruction based on the multidimensional strategic curriculum studies perspective in improving citizenship skills among preschool children. A quasi-experimental design with pre-test, post-test, and two-month follow-up measures and a control group was employed. The study population consisted of 75 preschool children from Baharan and Mahgol Kindergartens in Sari during the 2024–2025 academic year. After screening and clinical interviews, 43 eligible children were identified, and 30 meeting inclusion criteria were randomly assigned to experimental and control groups (15 per group). The experimental group received 18 instructional sessions using the “Our World and Its Contents” educational package. Data were collected using the Child Achievement in Artistic, Scientific, and Technological Literacy Questionnaire (Bazargan, 2019) and analyzed with repeated-measures ANOVA. Results showed a significant improvement in citizenship skills in the experimental group compared to the control group (F = 7.73, p = 0.005, η² = 0.309). The main effect of time was significant (F = 62.7, p = 0.001), indicating sustained skill gains from pre-test to post-test and follow-up. The time × group interaction was also significant (F = 61.9, p = 0.001), confirming the durability of the intervention’s impact. Applying the multidimensional strategic curriculum perspective in preschool education effectively enhances children’s citizenship skills, fostering responsibility, cooperation, and social participation early in life. Educators and curriculum designers are encouraged to integrate this approach into preschool programs to promote holistic civic development.
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