constructivist learning environment model

The present study was applied in terms of its objective and follows a sequential exploratory mixed-methods approach. In the qualitative phase, to extract the components for designing a constructivist-based learning environment and develop the model, inductive qualitative content analysis was employed. The research field included 17 books, 23 theses and dissertations, 86 articles, and 5 documents related to midwifery education, medical education, nursing education, health education, constructivist theory, constructivist learning environments, and real-world learning. A systematic review was also conducted to comprehensively analyze these sources. In the quantitative phase, the statistical population consisted of 50 experts in the fields of educational technology, midwifery education, medical education, nursing education, and health education. The validation of the designed model was carried out using a survey method and a researcher-made questionnaire with 15 Likert scale questions. The content validity of the questionnaire was confirmed using the Content Validity Ratio (CVR) and Content Validity Index (CVI). Additionally, the reliability of the questionnaire was measured using Cronbach's alpha, and the results were validated using a one-sample t-test. The qualitative content analysis results led to the identification of 8 main categories and 12 subcategories for designing a constructivist-based learning environment model. These components and subcomponents were presented in the form of a conceptual and procedural model. The validation results indicated that the proposed educational model has sufficient validity and effectiveness for midwifery students, as assessed by the experts.