Introduction
Theory-development is a central element in the advancement of scientific disciplines, particularly in the field of contemporary Iranian curriculum studies, where theoretical frameworks shape the interpretation of educational phenomena and guide research and policy processes. Despite the expansion of empirical studies in curriculum studies in Iran, the development of coherent and context-sensitive theories remains limited. This situation indicates the existence of multidimensional structural, institutional, and contextual barriers that influence the process of theory development. Accordingly, the present study aimed to analyze and validate the factor structure of barriers to the growth and development of theory-development in curriculum studies in Iran.
Method
This study employed a quantitative descriptive-survey design. The statistical population consisted of specialists in curriculum studies, including faculty members, graduates, and doctoral students in curriculum studies. A sample of 285 participants was selected using proportionate stratified random sampling. Data were collected using a researcher-developed 83-item questionnaire. The content validity of the instrument was established through the judgments of 15 curriculum studies scholars and theorists using the Content Validity Ratio (CVR=0.7867), and its reliability was confirmed through Cronbach’s alpha (α=0.959) and composite reliability. Data were analyzed using SPSS24 and AMOS24 through confirmatory factor analysis, correlation analysis, and multiple regression analysis.
Results
The findings confirmed a ten-dimensional structure of barriers to theory development, including educational, social, ethical, economic, structural, political, cultural, skill-based, attitudinal, and institutional dimensions. The measurement model demonstrated an acceptable fit to the empirical data (χ²/df=2.231, RMSEA=0.064, CFI=0.92, IFI=0.92, and GFI=0.86), supporting the construct validity of the proposed model. The regression analysis further indicated that the educational, political, attitudinal, and institutional dimensions made the greatest independent contributions to explaining the contextual factors of theory development.
Discussion
The findings indicate that barriers to theory development in curriculum studies in Iran constitute a multidimensional and interconnected construct rather than a set of isolated factors. The validated ten-dimensional model demonstrates that the development of theory is shaped by the interaction of educational, institutional, structural, cultural, and contextual conditions. The findings suggest that enhancing theory development requires coordinated interventions at educational, institutional, and policy levels. The validated instrument and model provide an evidence-based framework for assessing barriers, identifying intervention priorities, and guiding future research and scientific policy-making in curriculum studies and related fields. Furthermore, the validated framework offers a practical basis for evaluating institutional capacities, monitoring improvement initiatives, supporting evidence-informed decision-making, and facilitating systematic comparative investigations across diverse educational contexts and settings.