Meta-Aanalysis of Challenges of Higher Education Environment in the 21st Century and as a Pattern for Orientation of Curricula

The purpose of this study was to identify the challenges of the higher education system in the 21st century and the need for curriculum orientations according to these challenges. In the present study, a qualitative approach and a combination method (research synthesis) were used. The statistical society included the related and available theoretical and research theories, which were proposed since the beginning of the 21st century (2001-2016) at the national and international levels, and the studies that were conducted before the beginning of the 21st century. The data were collected at two stages through targeted sampling and theoretical saturation criterion. The data analysis was done through content analysis using a comprehensive (quantitative, qualitative) approach. The quantitative phase was conducted through descriptive method and analyzing the format of the content. And in the content analysis the data grid network was analyzed. In addition, the Peer review and expert survey were used for the purpose of comparing the validity of the data, the review and adaptation of the data with the information sources and for estimating the reliability of the data and the proposed model. Finally, the findings revealed eight components of the environmental crisis, quality, lifelong learning, information and communication technology, mass education, privatization, globalization and internationalization. The findings also showed the challenges of higher education curriculum in the 21st century in four dimensions: 1) access dimension; 2) responsiveness dimension; 3) technological dimension, and 4) dynamic curriculum dimension.