Iranian Journal of Educational Sociology 2645-3460 8 Serial Number 8-4 2025 10 14 Objectives of the Game-Based Social Skills Curriculum Model in the Upper Elementary Level Objectives of the Game-Based Social Skills Curriculum Model in the Upper Elementary Level 1 10 10.61838/7thtfr07 EN Journal Article 2025 06 10 <p><strong>Purpose: </strong>This study aimed to examine objectives of a game-based social skills curriculum model in upper elementary level.</p> <p><strong>Methods and Materials: </strong>This study employed an exploratory mixed-method design conducted in two phases. In the qualitative phase, a research synthesis method based on the Sandelowski and Barroso model (2007) was used to analyze scholarly sources on game-based social skills education published between 2015 and 2025 (1394–1404 in the Persian calendar) in both Persian and English. The sources included articles, dissertations, books, and credible documents related to curriculum design, social skills, and game-based learning for students in grades 4 to 6. In the quantitative phase, expert validation was conducted using purposive sampling of 15 curriculum and elementary education specialists with doctoral degrees and documented expertise in social skills and game-based education. Data were analyzed using the Content Validity Ratio (CVR) and Lawshe's coefficient to assess the relevance and adequacy of the identified components and concepts.</p> <p><strong>Findings: </strong>The results confirmed a four-component curriculum framework encompassing (1) personal skills development (self-management, interpersonal skills, problem-solving, multiple intelligences, and life skills), (2) learning development (teaching specific skills, entrepreneurship, and game-based instruction), (3) innovation (creativity and idea generation), and (4) social skills development (communication, peer relations, emotional regulation, and coping with challenges). Out of the analyzed data, 20 main components, 54 subcomponents, 104 minor subcomponents, and 669 specific concepts met the expert-agreed thresholds (CVR ≥ 0.62; agreement ≥ 70%), indicating strong content validity and internal coherence of the model.</p> <p><strong>Conclusion: </strong>The validated game-based social skills curriculum model offers a systemic, dynamic, and multidimensional framework that can effectively enhance upper elementary students’ social competencies through purposeful, structured play activities integrated into formal education.</p> https://qijes.com/index.php/ijes/article/download/1395/1415