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The present paper aims to investigate the amount of multi-cultural education components in the textbooks of secondary schools from 2013 to 2014. It is conducted through text-analysis. The components of Multi-cultural education were initially collected from theoretical text and research background using document analysis and then they were numbered in the textbooks of secondary schools. The units of analysis were sentence, question, picture, activity, and the poem in the textbooks. Research tools were bibliography cards and inventory form in document and text analysis respectively. Data were analyzed by using descriptive statistics. The statistical population is the textbooks of secondary schools from 2013 to2014 and samples were Iran and International History I, Iran and International History II, History (Pre-University Schools), Social Studies (Secondary Schools), Sociology I, Sociology II, Social Studies (Pre-University Schools) which were expected to contain multi-cultural education components. The most significant results are as follows: out of 180 frequencies in the text books of secondary schools, History I with 76, i.e. 42.22% contained the most multi-cultural education components and Social Studies of secondary school with 5, i.e. 2.77% contained the least components. Among the components, “introducing various cultures to students in the content of textbooks” had the largest number of frequencies, i.e. 59 and “helping to understand and tolerate different opinions from various cultures, and defining multi-culture homework for students in the content of textbooks” had the smallest one, only 1, i.e. 0.55%.    

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This study has been done in the category of applied research with qualitative paradigm by thematic analysis through an inductive approach.From reliable first-hand documents and resources in terms and keywords of this inquiry in thriving countries,45 cases were selected by purposive sampling.The data collection tool was manual and computer notes(MAXQDA,2020).The network of themes extracted in the findings indicates a conceptual model with five broad themes(curriculum competencies,educational strategies,student,teacher and challenges and opportunities)and a practical model with five broad themes(School's curriculum,educational activities,operational activities,student activities,and teaching activities).The study shows that in prosperous countries like Finland and Sweden,students' start-ups have been started for many years and are going on regularly and desirably.Since this type of activity has been neglected in Iranian curricula,it is suggested that the curriculum of start-ups in the second year of high school be designed & implemented based on the criteria an indicatores provided in the models of this research.