Iranian Association for Intelligence and Talent Studies International Journal of Education and Cognitive Sciences 3041-8828 7 June 2026 2026 06 01 Critical Examination and Pathology of the Elements of the Postmodern Curriculum Based on the Fundamental Transformation Document of Education from Teachers’ Perspectives Critical Examination and Pathology of the Elements of the Postmodern Curriculum Based on the Fundamental Transformation Document of Education from Teachers’ Perspectives 1 9 EN Journal Article 2025 09 03 <p><strong>Purpose: </strong>The objective of this study was to identify and analyze the educational deficiencies of the curriculum elements of the postmodern movement based on Klein’s model within the framework of the Fundamental Transformation Document of Education from the perspective of teachers.</p> <p><strong>Methods and Materials: </strong>This applied study employed a descriptive–survey design. The statistical population consisted of teachers holding master’s and doctoral degrees who were employed in the Department of Education. A total of 90 teachers were selected through simple random sampling. Due to the absence of a standardized instrument, a researcher-developed questionnaire was designed based on theoretical foundations of postmodern curriculum, Klein’s nine curriculum elements, and the principles of the Fundamental Transformation Document of Education. The instrument underwent content validation and reliability testing prior to administration. Data were collected in paper format and analyzed using SPSS-26. Descriptive statistics were used to summarize responses, and inferential analysis was conducted through chi-square tests to examine the significance of teachers’ perceptions of educational deficiencies across curriculum elements.</p> <p><strong>Findings: </strong>Chi-square analyses indicated statistically significant deficiencies in eight curriculum elements including objectives, content, learning strategies, instructional resources, learning activities, educational space, grouping, and evaluation (p &lt; .01), while the time element did not reach statistical significance (p &gt; .05), demonstrating widespread concern regarding the alignment of postmodern curriculum principles with the requirements of the national educational framework.</p> <p><strong>Conclusion: </strong>The findings suggest that postmodern curriculum approaches, as currently interpreted and applied, present substantial educational challenges within the context of the Fundamental Transformation Document of Education and require systematic revision to ensure coherence, accountability, and value-oriented educational development.</p> https://journalecs.com/index.php/ecs/article/download/337/315