Identifying the Components of an Innovative School Model Based on the Identification and Development of Students’ Multiple Intelligences

Zohreh Bagherzadeh

Authors

Zohreh Bagherzadeh Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran Author https://orcid.org/0009-0004-2224-9111

Keywords:

Innovative School, Multiple Intelligences, Talent Identification, Educational Innovation, Talent Development, Intelligence-Based Education

Abstract

Purpose: The present study aimed to identify and conceptualize the components of an innovative school model grounded in the systematic identification and development of students’ multiple intelligences.

Methods and Materials: This study employed a qualitative research design using grounded theory methodology to construct an empirically derived model of an innovative school. The research was conducted in Tehran and involved 22 educational experts, including school principals, experienced teachers, curriculum specialists, educational psychologists, and policymakers selected through purposive sampling with maximum variation. Data were collected through semi-structured in-depth interviews supported by field notes and document analysis. Data collection continued until theoretical saturation was achieved. Analysis was conducted simultaneously with data collection using open coding, axial coding, and selective coding procedures based on the constant comparative method. Strategies including member checking, peer debriefing, and audit trail documentation were applied to enhance credibility, dependability, confirmability, and transferability of findings.

Findings: The analysis resulted in the emergence of a comprehensive innovative school model composed of interconnected structural, pedagogical, and developmental dimensions. The model indicated that innovative schooling requires visionary and participatory leadership, intelligence-based curriculum design, multidimensional talent identification and assessment systems, continuous professional development for teachers, flexible and technology-supported learning environments, and active collaboration with families and community institutions. Findings further suggested that innovation in schools is achieved through systemic integration rather than isolated reforms, leading to improved student engagement, recognition of diverse talents, strengthened creativity, enhanced socio-emotional development, and increased institutional adaptability.

Conclusion: The study concludes that developing innovative schools depends on aligning leadership practices, teaching-learning processes, assessment mechanisms, organizational culture, and educational ecosystems around the philosophy of multiple intelligences.

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