Educational Measurement and Evaluation Studies

Educational Measurement and Evaluation Studies

Construction and Validation of the Cosmopolitan Scale in the Implemented Curriculum (Educational Cosmopolitanism)

Document Type : Original Article

Authors
1 PhD in Curriculum , University of Birjand, Birjand, Iran
2 Associate Professor, Department of Educational Sciences, University of Birjand, Birjand, Iran
3 Associate Professor, Department of Educational Sciences, University of Birjand, Birjand
10.22034/emes.2025.2048558.2614
Abstract
Objective: The main purpose of the present study was to Construct and validate a cosmopolitan scale in the implemented curriculum (Educational cosmopolitanism).
Methods: The research method was a mixed exploratory type and based on an instrument development model. By studying the theoretical foundations of the educational cosmopolitan theory and related research, a questionnaire was designed based on data obtained from existing sources. To validate the scale, the content validity ratio and content validity index were used in the validity section, and Cronbach's alpha coefficient was used in the reliability section. Also, confirmatory factor analysis was used to examine and test the indicators and components extracted in the qualitative section. The research method of the qualitative section was qualitative content analysis, and documents from experts in the field were collected and analyzed. In the quantitative part, the research method was a descriptive survey, and the statistical population included curriculum experts who were selected using a purposive sampling approach.
Results: The research tool was the cosmopolitan curriculum scale with7 components (collective solidarity, attention to individuality and differences, interpersonal intimacy, critical examination of cultures, logical thinking, exchange of ideas, avoidance of dogma) and 30 items on a 5-point Likert scale. Thus, by obtaining feedback from experts, the content validity index (CVI) of the entire questionnaire, which was the average of the coefficients obtained from the 30 items, was estimated to be 0.83. Also, the content validity ratio (CVR) of the entire questionnaire was 0.89. The result of factor analysis showed that the comparative fit indices (CFI) and the normal fit index (NFI) were 0.97 and 0.96, respectively, which indicated a good fit of the model in society. Also, the reliability of the cosmopolitan curriculum scale was confirmed based on the total Cronbach's alpha coefficient (1.97).
Conclusion: Researchers are expected to examine and analyze the state of the education system from this perspective by becoming familiar with this field and using the designed questionnaire.
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