Identifying the Drivers of Applied Science Higher Education Curriculum with the Aim of Designing a Prospective Model : by Meta - Synthesis Method

The present research aims to identify the driving forces of the applied science higher education curriculum using a meta-synthesis method to design a future-oriented model for the applied higher education curriculum. In this study, 24 relevant research papers on the subject were extracted from various scientific databases from 2012 to 2023, which were analyzed using the 7-step model of Sandelowski and Barroso. By content analysis, related concepts and categories were extracted, and the importance and priority of these concepts were determined using Shannon's entropy method. Based on the research findings, 49 concepts were identified within 12 categories. The categories (skill development, classroom management, and content, teaching methods and patterns, instructor feedback, educational environment, assessment and evaluation, and teaching, occupational, political, cultural, environmental approaches) are ranked by their importance among the categories of the applied science higher education curriculum. The initial results of this research indicate that for designing a model in the applied higher education curriculum, attention must be paid to the driving forces of skill development, classroom management, content, teaching methods and patterns, instructor feedback, educational environment, assessment and evaluation, teaching approaches, occupational, political, cultural, environmental, and their influence and interdependence on each other.