A study of the challenges of electrical engineering curriculum for its revision and modernization

The purpose of this study is to identify the challenges of electrical engineering curriculum from the viewpoint of members of faculty board and students in order to reform and revise it. In this article the research method is practical in terms of purpose and it is also descriptive survey in terms of data collection method. The statistical population of this study was faculty board of members (22persons) and all students of Electrical Engineering of University of Urmia. The faculty boards of members were selected as sample and 164 students according to Morgan table by simple random method. To collect data, two researcher-made questionnaires were used. Validity and reliability of the questionnaires were confirmed by the professors and field experts. In order to analyze the data, descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics methods including T-test, T-test and independent groups were used. The overall result showed that according to faculty board of members’ point of view the electrical engineering education curriculum are faced with challenges in eight out of nine dimensions including educational goals, content, learning activities, teaching strategies, location, grouping and evaluation. From the view of students, electrical engineering curriculum faces challenges in all aspects of the nine curriculums. Therefore, it can be concluded that the successful and effective application of electrical engineering curriculum addresses the challenges faced by faculty board of members and the students and the effort to resolve these challenges.