OICC Press Journal of Education Experiences 3060-6535 9 1 2026 06 30 Designing a Spiritual Citizenship Curriculum Framework for Upper Secondary Education 16 29 10.57647/jee.2026.0901.08 EN Zeinab Rajabi Department of Educational studies and curriculum planning, CT. C. Islamic Azad University, Tehran, Iran Mohammad Javadipoor Department of Educational studies and curriculum planning, CT. C. Islamic Azad University, Tehran, Iran Hamid Reza Rezazade Bahadoran Department of Educational studies and curriculum planning, CT. C. Islamic Azad University, Tehran, Iran Mortaza Samiei Zafarghandi Institute for Educational Studies, Organization for Educational Research and Planning, Tehran, Iran Journal Article 2026 06 30 The present study was conducted with the aim of presenting a curriculum framework for spiritual citizenship in upper secondary education. The research approach was qualitative, carried out using the phenomenological method. Participants in the study were university professors and experts in the field of curriculum studies. Using purposive sampling based on the principle of theoretical saturation, 18 individuals were selected as the sample, and data were collected through semi-structured interviews. Data were analyzed using thematic coding and three stages of open, axial, and selective coding. The findings indicated that the spiritual citizenship curriculum framework comprises eight elements, including: Goal (enhancing spiritual thinking, expanding intellectual horizons, cultivating multi-dimensional personality, fostering decision-making power), Rationale (individual necessity, social necessity, educating responsible citizens, need to strengthen spirituality, building a dynamic and evolving society), Content (practical and theoretical content, creative content, objective content, content arising from students' experiences and needs), Teaching Method (debate, role-playing, field visits, storytelling, research-oriented approach, project-based approach, classroom dialogue), Teacher Characteristics (facilitation, guidance, teaching in students' language, possessing specialized knowledge), Location (local community, mosque, natural settings, social institutions and organizations), Implementation Requirements (attention to upstream documents, training expert teachers, stakeholder involvement), and Evaluation (self-assessment, process evaluation, observation, consultation, project evaluation.