Objective: The present study was conducted with the aim of explaining and developing a model of flexible curriculum planning from a psychological perspective.

Methods: Employing a systematic grounded theory approach, this qualitative study explored teachers’ experiences. The participants of the study consisted of 16 elementary school teachers from the city of Sanandaj who were selected through theoretical sampling. The sampling process proceeded concurrently with data collection and analysis, and the selection of participants was guided by the emerging theoretical needs until the point of theoretical saturation was reached. Data were gathered via in-depth semi-structured interviews and analyzed concurrently through open, axial, and selective coding. Finally, the trustworthiness of the findings was ensured utilizing member checking and peer debriefing.

Results: Data analysis yielded 21 main categories. Results indicated that flexible curriculum planning is driven by 4 causal conditions (psychological shifts in learner understanding, emerging needs, inadequacy of traditional models, and educational complexity). This phenomenon is contextualized by 5 factors (socio-cultural, institutional, professional, psychological, and knowledge-based) and influenced by 4 intervening conditions (actor agency, institutional policies, resources, and psychosocial factors). Implementing 4 core strategies—including human-centered approaches and methodological flexibility—leads to 4 key outcomes: enhanced meaningful learning, self-regulation growth, improved academic motivation, and development of future-ready competencies.

Conclusions: This study presents a paradigmatic model highlighting the urgent need to rethink curriculum planning by adopting flexible strategies aligned with learners’ emerging psychological needs.