Introduction: Among the curricula used for teaching and training in rural and deprived areas is the use of multi-grade classes. The conditions in these areas force the educational system to form multi-grade classes. The effectiveness of education in multi-grade classes is made possible by the interactions between students and teachers. The main purpose of this research was to identify and examine the famous components of the curriculum of multi-grade classes based on global experiences and assumptions.
Method: The current analytical/descriptive research method was a mixed exploratory type that was carried out quantitatively and qualitatively. The statistical population in two sections included specialists in the field of elementary education and university professors in the field of curriculum and educational management and all specialists related to multi-level classes, from the population of specialists, 20 people were selected based on criteria as a sample in a targeted manner as a statistical sample. became Quantitative and qualitative methods were used to analyze the research questions. In order to identify the famous features of the curriculum of multi-grade classes based on global experiences and assumptions, the interview method with multi-grade university professors was used.
Results: The findings showed that the themes extracted from the interviews with professors and curriculum planning experts included 5 main themes and 41 sub-themes.
Conclusion: These findings can be used for multi-level planning of students' curriculum content based on global experiences and assumptions.