Challenges of Time in Formal Curriculum: Narrating the Lived Experiences of Students with Chronic diseases and Their Teachers

Authors

1 Curriculum Studies, Shahid Rajaee Teacher Training University, Tehran, Iran

2 Department of Educational Sciences; Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran

3 Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran

4 Department of Curriculum, Faculty of Educational Sciences and Psychology, University of Tehran, Tehran

10.48310/istt.2026.22312.1213

Abstract

Background and Objectives: The element of time in the formal curriculum is primarily designed based on the model of a healthy student, and it conflicts with the physical and psychological conditions of students with chronic diseases, as well as even the performance of their teachers. This study aims to represent the lived experiences of students with Chronic diseases and Their Teachers in dealing with element of time in formal curriculum.
Methods: This research was conducted with a qualitative approach and descriptive phenomenological method. I applied semi-structured interview and research data was gathered from 11 students with Chronic diseases in seventh schools in Qazvin city. The data were analyzed and categorized based on the Colaizzi's strategy. For truth worth to this study, I use of member checking, external audit, Triangulation and Prolonged Engagement methods.
Findings: the lived experiences of these students in confronting the elements of time in formal curriculum can be categorized into 2 main themes and 3 sub-themes. These include: challenges related to the nature of the formal curriculum (intended, implemented, and experienced challenges) and challenges related to the nature of the disease (cognitive and physical challenges). Furthermore, the experiences of these students' teachers regarding the element of time can be categorized into three sub-categories: emotional/psychological challenges, professional/educational challenges, organizational /administrative challenges and a number of sub-themes.
Conclusion: by recognizing the limitations of time and space elements in the formal curriculum for normal students with Chronic diseases, a step can be taken towards designing a comprehensive curriculum for them

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History

  • Receive Date: 05 February 2026
  • Revise Date: 21 February 2026
  • Accept Date: 21 February 2026
  • First Publish Date: 21 February 2026
  • Publish Date: 22 May 2026

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