The curriculum based on climate-smart agriculture is of great importance because it teaches practical skills and knowledge to deal with the challenges caused by climate change. The research is applied in terms of its purpose and descriptive-analytical in terms of its method. First, in order to examine the components of the curriculum, a review of scientific texts and previous research was conducted and numerous meetings were held with 10 experts and specialists, including textbook authors, managers, and experts from the textbook development office of the Educational Research and Planning Organization and the Iranian Institute of Education Studies. The result of this stage was identifying 20 factors as components of the curriculum based on climate-smart agriculture in the form of five main factors, and finally,y a hierarchical decision tree was prepared. Then, using a paired comparison questionnaire, the experts' opinions were analyzed using the Analytic Hierarchy Process (AHP) technique and Expert Choice software, and the main and secondary factors were weighted and ranked. The results of the study showed that educational content was ranked first in importance with a weight of 0.292, followed by teaching methods with a weight of 0.248, and the factors of technical instructors and art students, the training process, and evaluation methods were ranked third, fourth, and fifth in importance with a weight of 0.198, 0.146, and 0.116, respectively. Similarly, the secondary factors in each main subgroup were weighted and ranked.