Purpose: The purpose of the current research was to design and validate the Iranian Islamic lifestyle curriculum model of the secondary education system of the country.
Materials and Methods: The type of research method was hybrid; In the qualitative part, interviews and document review were used, and in the quantitative part, a descriptive survey method was used. In the qualitative part, the participants in the research included 12 experts and experts in the field of education and university professors, and in the quantitative part, 140 secondary school students participated. The method of data analysis in the qualitative part was based on the analysis of themes in "Max Kyoda" software and in the quantitative part based on the model of structural equations of SmartPLS software and SPSS software.
Findings: In connection with the analysis of Iranian Islamic lifestyle components, 110 themes in the form of 10 components including thinking and creativity (4 concepts), health and hygiene issues (5 concepts), economic issues (4 concepts), defense and security issues (4 concepts) ), social and sociological issues (7 concepts), belief and religious issues (10 concepts), cultural and artistic issues (6 concepts), scientific and educational issues (7 concepts), psychological issues (4 concepts) were introduced. Finally, in order to validate this model, the results of the Stone-Geisser index showed that the index for financial and economic components, morals, family and Iranian Islamic lifestyle has a stronger estimate than other components, which have positive values. This index shows the appropriate quality of the reflective measurement model.
Conclusion: By comparing the results with the fit indices of the model, we come to the conclusion that all the models obtained from the components of the Iranian Islamic lifestyle variables are acceptable.