Purpose: The purpose of this research is to examine the transformation document from the perspective of positive social education and to find a conceptual framework for social education.
Materials and methods: Using conceptual analysis and documentary analysis, the concept of social education has been investigated in Persian and Latin scientific databases, and the frameworks of social education and the components of each have been extracted. Then Catalano's approach in positivist social education was chosen to be presented to the elite. With the fuzzy Delphi method, an attempt was made to extract the native model of social education, and at the end, a 14-component native model was agreed upon. The transformation document was also analyzed in the social-political and moral-religious fields.
Findings: The result of comparing the goals in the transformation document and the indigenous model shows that there is a relative agreement between the opinion of the elites and the goals of the document. 3. The component of promoting social capabilities and promoting moral capabilities and the opportunity for social intervention is emphasized a lot in the document. 4 components in the transformation document received less attention, namely strengthening positive identity and strengthening belief in the future, training to overcome social pressure and familiarization with social rights and duties. The two components of creating recognition for positive behavior and promoting emotional skills that have been approved by elites are not present in the transformation document.
Conclusion: The obtained model is also in harmony with the Iranian Islamic foundations of the Transformation Document, and in accordance with other researches, it is possible to reduce social harms by implementing it. It can be used in schools as integrated or separate content to produce learning units.