Purpose: The present study was conducted with the aim of identifying the content of the research literacy curriculum of university students with a qualitative approach and grounded theory method.
Materials and Methods: The participants were 18 faculty members and guests of the curriculum planning department. Sampling has been done purposefully. The data collection tool in the qualitative part was semi-structured interview. In the research method, open, central and selective coding has been used. Analysis of the qualitative research data has been done using Strauss and Corbin's three-step coding approach. The process of emergence of findings has been going back and forth between data, primary concepts and primary categories.
Findings: The analysis of the findings showed that three main categories (selective code), eight subcategories (central code) and 30 open concepts (open code) were extracted in the content of the curriculum.
Conclusion: Also, in the content of the curriculum, it is necessary to pay attention to the categories of communication and logical coherence in the content, adaptation of the content to the prerequisites and previous learning experiences of the students, compatibility of the content with developments and coordination of the content with the speed and educational time allocated by the university.