The relationship between teachers' teaching methods and techniques with the mediating role of democratic social education competencies

This article amied to examine and determine the suitability of the educational techniques and methods employed in teaching democratic social education competencies through the explicit curriculum. A mixed-method approach was adopted for this purpose. This study focuses on 13 professors from Farhangian University in Hormozgan province, serving as participants in the research. A combination of stratified and purposeful sampling methods was used to select the participants. The research utilized both qualitative and quantitative methods. Semi-structured interviews and observation were used for the qualitative portion, while the quantitative part employed the demographic method and a checklist with 26 items and a 3-point Likert scale. The checklist was created by an observation researcher and had an estimated reliability of 84%. The one-sample t-test was used to analyze the data obtained from observing the teaching methods and techniques of the professors in the quantitative part. Thematic analysis and MAXQDA software were used to analyze the information for the qualitative portion. The results of the study indicated that the level of appropriateness for all competence components of democratic social education, except for spiritual, political, and technology-based competence was favorable. A noteworthy correlation was found between professors' scores in utilizing teaching methods to acquire competencies and demographic variables such as teaching experience, academic rank, and field of study. However, no significant variation was observed based on gender.