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, the most severe global pandemic since the Spanish flu that followed World War I, threatens nearly every country, from global powers to developing nations. This threat presents a concurrent challenge for educational systems. With schools closed during the pandemic, students and teachers have had to stay at home worldwide. This shift has required us to move beyond conventional ideas regarding education. From kindergarten to higher education, schools offered web-based and online classes, both synchronous and asynchronous. However, while technology emerged as a savior, it is not possible to achieve thorough learning only by listening or watching content. Instead of championing technologies in which pedagogy is irrelevant, schools must invest in helping students become lifelong learners, enrich their learning processes, and focus on critical self-reflection, problem-solving skills, imagination, ideas, and projects involving social problems. A significant attempt to redefine the concepts that we have traditionally used must be made. The aim of this article is to develop new suggestions on how curriculum as the essence and core of all educational systems can be reconceptualized for the post-Covid-19 era.

Problem Statement: Being a virtuous citizen, developing communication skills, and becoming a life-long learner are directly proportionate to the individuals' perspectives on life. Provided that an education system is able to positively change the individuals' perspectives on life, it may allow individuals to acquire terminal behaviors easier. This is due to the fact that an individual's perspective on life is a significant factor that has an effect on his or her habits and behaviors. Determination of the main characteristics of this perspective on life, referred as lifestyles will definitely make a significant contribution to the understanding of which factors play a role in the behaviors and habits of the individuals.

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