curriculum development

This research aimed to Curriculum development of self-efficancy for higher education. we used a qualitative method based on content analysis of a comparative category system. In this research, we analyzed data based on three procedures of open coding, axial coding and selective coding. All available printed and un-printed material related to psychological resources constituted our general concepts by using open coding and then, the obtained concepts were classified. The results showed that the identified targets for self-efficiency included 5. Self-confidence, Daring, Individual management, Commitment to goals, Self-regulatory. The obtained content in curriculum of included 5 components: Paying attention to the content of cognitive distortion concepts, learn how to manage emotion, Self-esteem skills training, Teaching a set of reciprocal responses in stressful situations, Acquisition of the ability to objectively analyze existing information. The results also identified 4 components for teaching methods of self-efficiency: Role play, active method, stable documents, observational learning, Brainstorming, and modeling. For evaluation of self-efficiency, we obtained 7 components: Assessment of individual growth, self assessment, Evaluation of performance and reactions, Evaluation of individual judgment, Evaluation of intellectual strategies, Evaluation of appropriate performance metrics, acceptance of measurement by others. According to the obtained results and the importance of self-efficiency in educational, occupational, and social life, focusing on "self-efficiency" is necessary in order to promote and develop the psychological resources in higher education's learners

The purpose of this study is to provide a conceptual framework for designing a curriculum that is focused on the future. As society undergoes rapid social changes and the growth of new technologies, it will face various challenges. One of the fundamental goals of education and higher education is to prepare individuals to address these challenges. They should work alongside futurists to study and explore the future. One approach to studying the future is through future study, which involves forecasting potential future events and identifying future needs using specific techniques. This information is then used to develop a curriculum that is future-oriented. This article discusses the role of providence and futures study in the development of a curriculum that is focused on the future, using the method of document mining and content analysis. The article explores the potential challenges that society may face in various fields, the functions of the educational system in addressing these challenges, the role of providence in the curriculum, the approach of futures study in understanding the future, the requirements of a future-based curriculum, and appropriate research approaches for identifying these requirements. Based on this analysis, a conceptual framework for designing a future-based curriculum is presented

In the age of technology, the learner must see the application of what he has learned in life. Due to the benefits of integrated curriculum, many education systems have turned to integration. In the curriculum design of Iran, integration is theoretically proposed in the national curriculum document, if it should be implemented at the classroom level. For this purpose, it is necessary for teachers to acquire sufficient knowledge and skills regarding integrated curriculum. Therefore, this research is trying to take a step towards increasing the awareness of teachers about the implementation of integrated curriculum by compiling the integrated curriculum practice guide.In this research, qualitative approach and content analysis method were used. The research community was textbooks and teacher's manuals of the fourth grade. In order to validate, a semi-structured interview was used. The research population was the fourth grade primary teachers of Golestan province, Kalaleh city. 12 of these teachers were selected by purposive sampling method. After conducting the interview, the findings were provided to the teachers to confirm the validity of the conducted interview.The obtained themes are: be able - us and others - data classification and comparison - beautiful world - measure - be creative - know the merciful God better - dear Iran - scientific, literary and religious names - small economist - neighborhood - be healthyAccording to the opinion of the teachers, it is possible to implement the action guide compiled in the classroom and it can help to deepen learning.

This research aims to examine how the World Architecture survey course is taught in Iranian universities so as to prepare the ground for changing its curriculum to make it more inclusive and diverse. The research participants are nine lecturers who teach world architecture in nine public universities, selected through purposive sampling. The data was collected through interviews and analyzed thematically and continued until saturation. The analysis revealed six main themes: teacher’s motivations, student learning outcomes, teaching approaches, teaching strategies, materials, and teaching problems. The findings indicate that the lecturers are graduates of architecture programs who are interested in history or have researched architectural history. The main student’s learning outcome is to strengthen their design skills by studying world architecture. Lecturers use a combination of eight teaching approaches: analytical, comparative, conceptual, contextual, cross-cultural, descriptive, historiographical and typological. They face several problems, such as limited time, low priority of the course in the curriculum, lack of reliable sources written in Persian, and difficulty of visiting historical monuments abroad. By exploring the motivations, outcomes, approaches, strategies, materials, and problems of teaching world architecture in Iran, this research contributes to the literature on architectural education and offers recommendations for curriculum development and innovation.

The purpose of this qualitative case study research was to design a framework for the civic literacy curriculum of the social studies textbook of the sixth-grade elementary school in the Islamic Republic of Iran.

The study participants included three groups as follows: 30 provincial teachers from the Fars General Directorate of Education, 9 faculty members of sociology from Shiraz University, and 27 participants from the heads of social studies groups of the first secondary school from the Fars General Directorate of Education. The participants were selected through typical case sampling. Data was collected via semi-structured interviews, and it continued until data saturation was reached. The obtained data were analyzed using thematic analysis.

A framework was designed for the civic literacy curriculum for the sixth-grade social studies textbook. The framework comprised 10 categories and sub-categories under the following headings: logic and why, objectives, content, learning resources, learning activities, role of teacher, grouping of learners, time of teaching, place of education, and evaluation.

The findings of this research showed that the acquisition of civic literacy could lead to the active participation of students in various civic affairs. Moreover, civic literacy was found to enhance human development and reduce cultural poverty in society. The development and cultivation of civic literacy of students in schools will have individual and collective benefits for the society. The formation of students’ civic literacy is an effective means to socialize students as future citizens, which requires the attention of planners and politicians to this educational strategy. Based on the results of this study, educational planners and textbook writers are encouraged to employ the framework developed in this study to develop and design a chapter for the sixth-grade social studies book.

Nowadays, it is an institutionalized view that universities and higher education centers can improve their teaching and learning approaches through the curriculum. Recent studies have shown that many universities are adapting curricula and educational approaches to Industry 4.0. The current study aimed to identify the digital skills required to be included in engineering students’ curriculum and provide mechanisms to adapt engineering students’ competencies to Industry 4.0. This study utilized Sandelowski and Barroso’s (2006) six-step meta-synthesis. By searching reliable databases, 61 studies were selected, analyzed, and coded. The findings revealed that the skills required by engineering students in the curriculum included the following: 1. technological and digital skills, 2. engineering skills, and 3. basic skills. Furthermore, the analysis of data resulted in the identification of 21 mechanisms. Five of these mechanisms are as follows: 1. curriculum design following the requirements of Industry 4.0, 2. the use and practical application of digital technologies in the curricula of higher education institutions, 3. developing a convergent curriculum based on new technologies and fundamental changes in the structure of education, course content, and teaching, 4. lab-based and practical education in engineering education curricula, and 5. education of engineerring students based on a technological platform to develop digital skills in them to meet the demands of Industry 4.0. Finally, some operational guidelines are provided on how to update university curricula.

The aim of the present study was to investigate the current model of ‘Nishat (vibrant) curriculum’ in primary school. This qualitative study used the grounded theory approach. The statistical participants of the study included all the agents involved in the development of Nishat curriculum for primary education. Purposeful criterion sampling was used to select participants. Data were collected through semi-structured interviews with 14 teachers, five school administrators, and eight parents of students. In order to analyze the data, open, axial, and selective coding was used. The criteria proposed by Lincoln and Guba (1985) were used to assess transferability and dependability. The results led to the identification of 21 core concepts and eight categories, which were put together in the form of a paradigm model. The model included the neglect of vitality in school curricula as the core category. It also comprised causal conditions (weakness in school management, weakness in educational culture schools, weakness in students’ social relations), contextual factors (sociocultural factors, organizational factors, and educational factors), facilitating conditions (personality and individual factors, content attractiveness of textbooks, attention to individual differences, and qualitative evaluation), intervening conditions (individual challenges, cultural challenges, and school challenges), strategies (interactions and communication among students, creation of a friendly classroom atmosphere by teachers, attention to active teaching methods, dynamization of the physical space), and consequences (increased depression and academic frustration). Therefore, it can be concluded that it is necessary for all education stakeholders to pay attention to sociocultural, organizational, and educational factors in the integration of Nishat (vitality) into the curriculum.

This systematic review examines the application of poststructuralist theories in the development of diverse curricula, focusing on their impact, benefits, and challenges. Poststructuralism, with its emphasis on the fluidity of meaning, critique of power structures, and the dynamic interplay between knowledge and society, has become increasingly influential in educational theory and curriculum design. The review begins by exploring the foundational concepts of poststructuralist theories, highlighting the contributions of key theorists like Michel Foucault and Jacques Derrida. It then analyzes various case studies where poststructuralist principles have been successfully integrated into curricula, particularly in higher education and elementary schools. The findings indicate that curricula informed by poststructuralism foster critical thinking, creativity, and active student participation, making them more adaptable to contemporary societal needs. However, the implementation of such curricula also faces significant challenges, including resistance from traditional educational structures and the complexity of poststructuralist ideas. The review concludes with recommendations for future research and practical strategies for curriculum developers to effectively integrate poststructuralist theories into educational frameworks.

The main purpose of the present study is to develop a practical guide to the integrated curriculum of the third grade of elementary school. The research approach was qualitative (qualitative content analysis method) and the research community was all third grade elementary textbooks and teacher teaching guides of each book. The theme-based integrated curriculum approach (concept-based and skill-based) was chosen. Concepts and skills were extracted from the textbooks and the objectives of each lesson were extracted from the teacher's teaching guides and coded at the same time. Codes that had a common theme were placed in one category and formed the combined themes of the curriculum. 192 initial codes were obtained. After classification, 106categories were obtained and finally, 14 combined themes were formed.

The main purpose of the present study is to develop a practical guide for the integrated first- grade elementary curriculum. The research approach was qualitative (qualitative content analysis method) and the research community was all first- grade elementary textbooks and the teacher’s teaching guide for each book. The research sample was the same as the community. The theme-based integrated curriculum approach (concept based and skill-based) was chosen. Concepts and skills were extracted from the textbook and objectives of each lesson were extracted from the teacher’s teaching guide and coded simultaneously. Codes that had a common theme were categorized into curriculum themes. 81 initial codes were obtained and classified into 43 categories, and finally, 19 combined themes were formed. Topics include: The journey to the past, wonders of creation, science and life, the essence of life, our motherland, Iran, science learning, jobs, Muslim child, change, our family, senses, fauna, assortment, health, modeling skills, measuring skills, drawing skills, counting skills, Life skills. Class lesson plans (annual and daily) are based on these common themes; if the book's concept and content are not included in these themes, it will be taught in the same traditional (separate) way.

Considering the importance of elementary school in the educational system, this article examines the lesson planning book in the third millennium. The author of the book is Ali Taqipour Zaheer, which was published by Age Publishing House in 2018. In this research, the critical philosophical exploration method was used. The tool for criticizing the work was the checklist of university book criticism of the Humanities Texts and Books Review Council. Qualitative content analysis was also used for data analysis. According to the findings, the strengths of the book included fluent and expressive writing, the harmony of the work with religious and Islamic-Iranian foundations and principles. The weaknesses of the work were the oldness of the sources, inappropriate citations, ambiguity in trustworthiness in giving sources, lack of innovation and oldness of the content, lack of attention to the basics and accepted assumptions in the field of curriculum, repetition of many contents. Failure to use appropriate cover design. With the title of the work. Considering the above strengths and weaknesses, it can be said that this work needs to be reviewed.

An educational setting is a creative and unique place in which students’ development and proper orientation take place. Faculty members’ daily lives include constant decisionmaking, which is a complex process of contemplation, evaluation, and analysis. Every instructional action is the outcome of a decision made, either consciously or unconsciously, by teachers following extensive processing of available information. Faculty members make decisions about lesson content, class motivation, resource use, incentives or disincentives, and numerous other issues involved in the daily routine of classrooms. These decisions can, but not necessarily, have far-reaching and profound consequences for the success or failure of the faculty’s daily work and future activities. As a result, the attempt to improve the faculty’s decision-making in curriculum planning is aimed at offering crucial solutions to improve educational outcomes, student performance, and the higher education system. A complex and interconnected set of internal and external forces, such as historical, ideological, cultural, social, political, economic, individual, and organizational factors, affect the faculty members’ curriculum planning decisions. Thus, a deep understanding of these factors can lead to the identification of needs, limitations, and opportunities, which, in turn, can affect faculty members’ curriculum development and innovation. As a result, the current study sought to develop a model of the processes involved in Birjand University faculty members’ decision-making in curriculum development. This study used a qualitative approach based on Strauss and Corbin’s reformulated grounded theory. Grounded theory, which is based on a set of empirical relevant data, is a method used to gain knowledge about a subject that has not been thoroughly researched before and for which the existing knowledge is limited. In implementing the grounded theory, the researcher must use a specific technique for analysis, use phased coding (open, axial, and selective), and present the results in the same paradigm model. The statistical population of this study included all Birjand University faculty members, of which 21 were chosen through purposeful sampling. The inclusion criteria were having more than 5 years of experience and teaching at undergraduate and graduate levels. Sampling continued until theoretical saturation was reached. Data were collected through semistructured interviews with 21 faculty members from various fields (i.e., educational sciences and psychology, basic sciences, literature, and engineering) that had sufficient experience to provide researchers with expert opinions pertinent to the research topic. Four criteria introduced by Lincoln and Guba (1985) were used to ensure the trustworthiness of the findings. These included credibility, transferability, dependability, and confirmability. Member-checking, or participant validation, was used to ensure credibility. The findings were shared with experts to make them transferable. Concerning dependability, the inter-coder agreement was used. Finally, peer review and feedback were used to enhance the confirmability of the results. The results revealed 32 core concepts and 13 categories, which were collated to develop a paradigm model. The following themes constituted the model: lack of scientific rigor in classroom decision-making (as the core category), causal conditions (extraorganizational, environmental, and motivational factors), contextual factors (behavioral factors, programmatic factors, and support factors), facilitating intervention conditions (managerial, structural, and behavioral factors), limiting intervention conditions (organizational-environmental challenges and implementation obstacles), strategies (decision-making based on previous structures, situational decision-making, conservative decision-making, and interactive decision-making), and the consequence (decreased effectiveness and efficiency) of the organization. Based on the findings of this study and the significance of faculty members’ decisionmaking, it is necessary for universities to improve the faculty’s level of knowledge and their “scientific” decision-making skills by implementing an educational program and providing them with the necessary support. In this regard, since faculty members’ decisions can influence students’ educational and business future, it is suggested that the faculty members’ decisions concerning curriculum development be considered and analyzed from a cultural, psychological, economic, and sociological standpoint. Furthermore, due to limited research on the intuitive and logical factors driving the faculty members’ decision-making, more research is needed to focus on faculty members’ curriculum development decisions in relation to students’ characteristics, class dynamics, and organizational context. Also, the nature of these decisions, the factors affecting them, and their effect should be examined. The findings of this study can deepen understanding of and shed light on faculty members’ and teachers’ decision-making in the classroom.

The main purpose of this study is to develop a practical guide for the integrated second grade elementary curriculum.The research approach was qualitative content analysis method and the research community was all second grade elementary textbooks and the teacher's teaching guides. The theme-based integrated curriculum approach (concept-based and skill-based) was chosen. Concepts and skills were extracted from textbooks and the objectives of each lesson were extracted from the teacher's teaching guides and coded at the same time. Codes had a common theme were categorized and formed the combined themes of the curriculum. Which formed 16 combined themes. The themes were: water, , charity, prayer, order, saving, time, beauty skills, Collaboration and participation. Then a sample lesson plan was developed.The findings showed that the course contents of separate subjects are not enough, and due to the absence of a meaningful relationship between the course content and life and situations outside the educational environment, the need for a consolidated curriculum is more noticeable. The teachers are not familiar with the integrated approach in the curriculum, and also the practice guide for the implementation of the theme-based integrated curriculum approach is felt to get ideas for an application in the classroom.The theme-oriented curriculum approach can extend the curriculum integration umbrella among all textbooks. According to the findings of this study, it is suggested that the implementation of the integrated curriculum of the second grade of elementary school be on the agenda according to the guidelines developed in this study.

The main step in preparing a comprehensive strategic document for the development of an effective curriculum is to recognize the curriculum in Iranian higher education from all its angles for the success of universities, according to the delegated authority regarding the development of curricula. The present study was conducted with the aim of explore the development of curriculum in Iranchr('39')s higher education by means of the grounded theory and the focus group approach. For this purpose, in-depth semi-structured individual interviews with 31 experts were used by purposive sampling with a chain approach. In the focus group panel, in-depth semi-structured group interviews were conducted with 14(N=58) individuals. Based on the paradigm model, the most important causal factors included the development and growth of universities, poor performance in the developing structure, universities and planning committees, weak developing and revision process, and regulations. According to the contextual conditions, the current situation proved the poor performance of universities, lack of sufficient motivation in students, faculty-centered curricula and lack of appropriate and practical framework for development. Interfering factors such as the type of economy that governs society, the situation of its graduates and the labor market, have played an effective role in this delegation. Finally, under the influence of these conditions and factors, effective strategies that will lead to positive consequences at the micro and macro levels of higher education were suggested by experts.

This research is a descriptive-analytical study that used mixed method. The statistical population of the qualitative phase includes faculty members and experts in preschool education. The quantitative phase includes educators of Ahvaz (Iran) during 2017-2018. A total of 12 individuals we selected as the sample in qualitative phase by purposive and chain sampling. And in quantitative phase, 180 people were selected through stratified random sampling. The data were collected through semi-structured interviews and a researcher questionnaire. In qualitative part 4 main components and 48 components were identified, the qualitative findings were coded and categorized based on content analysis. The results showed that the educators do not have enough professional competency at all stages of the curriculum process and their mean score was significantly lower than the desired level. There were also significant and positive correlations between all research variables. The least correlations were between content selection with evaluation and the highest correlation was between needs assessment and teaching-learning patterns.

The purpose of this paper is to explain the roles that values play in curriculum theory and curriculum development areas. To achieve this goal and to answer its related questions, analytical-explanatory method has been used. After the introduction, there is a discussion on the presence of values in education and other scientific fields. Then, in addition to introducing the views supporting the presence of values, the role of values has been investigated in curriculum theory in several aspects: the crystallize of values in the form of curriculum theories based on theological beliefs; the idea of balance between different values or concern for lack of aesthetic and ethical values; considering curriculum theorizing in the form of knowledge, reality and value oriented propositions; the emphasis on the interrelationship between descriptive and normative theories and the value aspect of the epistemological beliefs and attention to the values derived from ethical principles as a criterion for the desirability of curriculum theory. In the areas of curriculum development, two ideas have been proposed: criticizing of Tyler Rational in terms of the delay in paying attention to the role and place of values and from value free perspective to a value oriented view of curriculum conception as technology. In the final section, implications and results have been presented.

This article aimed to review critically the book Theoretical and Practical Approaches to Curriculum Development in Higher Education. The research was carried out through critical philosophical exploration method. The book, that is the case of this study, was written by Nasr, Etemadizadeh (Darikvandi), and Nili, and was published in 2011 by the cooperation of SAMT organization and University of Isfahan. The tool for reviewing this book was a checklist for university textbooks provided by The Iranian Council for Reviewing Books and Texts on Human Sciences. The data analysis was taken place by qualitative content analysis. According to the findings, the strong points of the book are its fluent and expressive writing, the congruence of its content with religious and Islamic principles, and using scientific tools. The weak points of the work were its inappropriate cover design, several editing mistakes, lack of total coherence and logical order, lack of coherence and logical order in chapters, using outdated sources, inappropriate citation, uncertain and ambiguous references, carelessness in the scientific analysis of problems, lacking innovation, using obsolete content, carelessness to the theoretical bases of curriculum studies, inappropriate conformity and comprehensiveness, and inappropriate equivalents for translated words. Overall, regarding the strong and weak points of the book, it is not well organized and requires a major revision.

This study is being considered practical and descriptive in terms of target group and methodology. In this research three types of communities have been used. The first group consists experts, trainers of sub regional office of TVTO (MAZANDARAN) including 237 persons (150 persons’ sample randomly), then; Mazandaran trainable disabled including 42831 persons (384 persons’ sample randomly) and finally; 10 persons from rehabilitation SRO of Mazandaran employment experts. Data collection is based on library approach, questionnaires as well and interviews.
Questionnaires for TVTO experts consists of 9 queries, disabled 26 queries and interviews form for rehabilitation SRO of Mazandaran employment experts. Data analysis approaches were performed through descriptive methods (frequency indices and intents) and inferential (t –test, binominal and Friedman test).
The results of the research demonstrated that the current situation of training centers is not suitable per indicators. Curriculum development for disabled should take into account appropriate physical space for training; skills need assessment and job counseling for disabled. Furthermore, job interviews illustrate special skills can be identified for disabled, hearing impaired and physically and mentally disabled people. According to finding of research, it has been proposed to establish and equip skills training centers for disabled persons.

This study aimed to examine and identify components of work culture in the area of curriculum development system. To do so, using qualitative research design, 21 curriculum specialists who had been recruited using non-probability homogeneous sampling were interviewed and obtained data from in-depth interviews were analyzed using content analysis. Current findings indicated that the work culture in the curriculum development system has three main aspects, including ethics and values, work context (background), and procedures for dealing with job tasks. Moreover, these results showed that ethics and values include work ethic, values (social, professional, organizational, personal, and field-related values), adaptation, social influence, and professional ethics; work context includes structure and nature of the activity, organizational structure, organizational interaction, organizational status, and expectations; finally, procedures for dealing with job tasks include goal setting, decision-making system, applying abilities, innovation, stability and job turnover, following job roles, role playing confusion, challenges and constraints, and being in conflict with the system.