Designing a paradigm model of teaching-learning methods based on educational justice in higher education in Iran

Higher education is one of the most important places that plays an important role in promoting and educating justice. Justice in education can be examined from various dimensions, including justice in teaching methods and learning opportunities. If the teaching method is such that only a few learners are active, or for a limited number of people the opportunity to work and pursue Problems, this teaching method is unfair and inhumane. This study was conducted to design a model of teaching methods based on educational justice in higher education. The research method was a combination of research that was conducted in two stages: qualitative and quantitative. The qualitative part has been done using grounded theory method and the quantitative part has been done using descriptive survey method. Participants in the qualitative section were all experts in the field of curriculum and education who were interviewed with 13 key informants using purposive sampling and theoretical saturation techniques. Statistical population in the quantitative section, all professors of educational sciences throughout 390 people were selected as a sample based on Morgan table. MAXQDA 12 software was used for qualitative data analysis and LISREL software was used for quantitative data analysis for confirmatory factor analysis and structural equation modeling. The results of data analysis were divided into separate concepts in three stages: open coding, axial coding and selective coding, and in this regard, 43 codes were obtained. This paper presents the findings of the study in the framework of a paradigm model including: causal conditions