Iranian Journal of Educational Sociology 2645-3460 In Press 2027 01 01 An Examination of the Status of Project-Based Curriculum Elements in the Blended Education System at the Upper Elementary Level An Examination of the Status of Project-Based Curriculum Elements in the Blended Education System at the Upper Elementary Level 1 13 10.61838/mp93tb09 EN Journal Article 2026 04 02 <p><strong>Purpose:</strong> Given the importance of examining project-based curriculum elements, the present study aimed to investigate the status of project-based curriculum elements in the blended education system at the upper elementary level.</p> <p><strong>Methods and Materials:</strong> This study was applied in terms of purpose and descriptive-survey in terms of its method of implementation. The study population consisted of educational experts, school principals, and teachers in elementary schools in Tehran, of whom 397 were selected as the sample using cluster random sampling. The research instrument was a researcher-developed questionnaire whose validity was confirmed by experts and whose reliability was calculated as 0.95 using Cronbach’s alpha. The data were analyzed using a one-sample t test in SPSS at a significance level of 0.05.</p> <p><strong>Findings:</strong> The findings showed that all elements of the project-based curriculum in the blended education system at the upper elementary level, including goals and philosophy, content, teaching methods, assessment, technology, educational environment, learning activities, existing challenges and shortcomings, and outcomes, were at a desirable level (p &lt; .001).</p> <p><strong>Conclusion:</strong> The findings of this study have practical implications for specialists and planners in blended education systems. Based on these findings, they can take effective steps toward improving the status of project-based curriculum elements.</p> https://qijes.com/index.php/ijes/article/download/1548/1527