Purpose: Today, entrepreneurship education has become one of the most fundamental activities in the educational systems of developed countries, which provides a private environment and provides the necessary training for the development of individual characteristics. Given the need for sustainable development of the country and the efforts to improve the living conditions of rural residents and create employment with sufficient income, especially in the nomadic life sector, and the necessity of paying attention to strengthening and empowering nomadic students, attention to the issue of entrepreneurship education and the development of small rural businesses should be given more attention by education system officials. Therefore, the present study was conducted with the aim of designing a curriculum model for entrepreneurship education for nomadic students in the second course of secondary school.



Methodology: The purpose of this research is developmental and methodology of this research which is a qualitative comparative content. The study population consisted of two sections: national policy statement and curriculum experts, along with second course of high school art students. For national policy statement, purposive sampling was used and all of them were selected as samples. Next, to select individuals to evaluate their opinions, a purposive sampling method of "highest intensity" and snowball was used, and as a result, 14 were selected based on theoretical saturation of the data. The necessary data were collected using questionnaires and semi-structured interviews, and a qualitative content analysis approach of a deductive type was used to analyze them. To validate the findings, the four criteria of reliability, credibility, confirmability, and transferability of qualitative research were used.

Findings: From the analysis of the collected data, a total of 221 open codes were identified. By placing them in a two-dimensional analysis matrix, the characteristics of each curriculum element, including: logic and why as the focal point of the curriculum, basic principles of entrepreneurship education based on the comprehensive characteristics of nomadic students, educational goals as final destinations and educational expectations, Educational content as a means of achieving goals, learning activities and experiences as practical entrepreneurship practice, teaching methods to present educational content in an appropriate manner, the role and competencies of the teacher include entrepreneurial knowledge, attitude, and ability, the characteristics of the learner as a responsible individual with an entrepreneurial spirit, flexible teaching time, in line with curriculum implementation and learning opportunities, a teaching and learning environment that is appropriate to the real-life environment of nomadic students, diverse and stimulating educational materials and resources were identified, students were grouped to create a spirit of cooperation and collaboration among them, and their learning was evaluated.

Conclusion: The results of this study can be used by the Ministry of Education in developing and implementing an entrepreneurship curriculum for high school students in nomadic schools in order to teach and learn entrepreneurship in accordance with their existing socio-cultural conditions. Researchers in the field of entrepreneurship education and other interested parties can also use it.