نشریه مطالعات برنامه درسی آموزش عالی
پیاپی 27 (بهار و تابستان 1402)

This study aims at identifying major challenges in teaching research methods in the fields of education and psychology. The research followed a qualitative approach where semi-structured interviews were analyzed using a thematic analysis. Based on purposeful sampling, twenty experts who had several years of experience in teaching research methods in the fields of education and psychology were interviewed. The data were then analyzed through the thematic analysis method based on the six steps suggested by Braun and Clarke (2006), namely acquainting researcher with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. With regard to challenges of teaching research methods, three main themes have emerged from interviews: curriculum, commonplace and structural problems. The curriculum challenges include issues pertaining to the course and number of units, content and resources, teaching and evaluation. The commonplace challenges include the student and the instructor-related issues, and the structural challenges include unprecedented expansion of higher education, requirements and infrastructure.

The purpose of this study is how to implement an international curriculum for a scientific field (in the field of Iranian culture and literature) at Al-Zahra University.To answer the research question, a qualitative research approach and interview method have been used. The research community includes professors and specialists who have scientific or executive activities in the field of Persian language and literature as well as curriculum planning. The sampling method is targeted "snowball sampling". Among the experts and professors, 22 were selected according to the mentioned criteria for participation and presentation of information. Data collection was done using interview tools. , the semi-structured interview method has been used. For analysis, the method of "thematic content analysis" has been used. Based on the totality of opinions obtained from the answers to the questions as well as the theoretical foundations of the field, the conceptual framework of the international curriculum at Al-Zahra University was proposed with a special focus on the field of Iranian culture and literature. The factors and components obtained from the interviews are close to the elements proposed by Schwab, which finally explained the conceptual framework in the form of the four elements of Schwab police

The purpose of this study was to investigate the relationship between faculty members' teaching style and students' motivation and academic engagement in an online learning environment with the mediating role of participation styles in learning. The current research was carried out using a descriptive method of correlation designs. The research sample included 100 faculty members and 502 university students introduced by them in Teacher Training University campuses of Isfahan, Iran. The research instruments included Grasha and Richman's teaching style questionnaires, Harter's academic motivation, Khaleghinejad's academic engagement, and Grasha and Richman's learning style. The results revealed that there is a significant relationship between the teacher's teaching style and academic motivation. No significant relationship was observed between the teacher's teaching style and academic engagement. Teaching style affects academic motivation and academic engagement through learning style. Although this indirect effect is significant, the relationship between teaching styles and learning styles is weak, and the relationship between learning styles and academic motivation and learning styles with academic engagement is more important in predicting. In addition, learning styles had a strong relationship with academic motivation and academic engagement of students in the online learning environment.

Paying attention to the knowledge, attitude and practice of student-teachers is the main condition of programs related to promoting emotional literacy in society. The purpose of this study was to achieve the framework of emotional literacy education curriculum for Farhangian University of Iran.This research was conducted qualitatively and based on data foundation theory. Participants in this study consisted of 14 professors, specialists and experts in curriculum planning and psychologists who were selected through purposive sampling and snowball type. The criterion for the adequacy of the number of participants was theoretical saturation. The research data collection tool was a semi-structured in-depth interview. Validation or lack of qualitative data was done through validation and reliability using data alignment technique. Findings of the research in the target section indicate that curriculum designers in the field of emotional literacy should pay more attention to the cognitive (cognitive), emotional (attitude) and psychomotor (skill) domains of emotional literacy education. Content in this curriculum was selected according to the characteristics of learners, inclusive and activity-oriented. The features of teaching-learning strategies of this program are interactive, practical, exploratory and exploratory, and the features of curriculum evaluation are rationality and evidence-based.

The purpose of the current research is to analyze the process of teaching professional ethics of teachers in Teacher Training University and to offer a model for it. For this purpose, the research strategy of data-based theory was used, which belongs to the category of qualitative research. The research tool was a semi-structured interview. The participants of the research include all professors of the teacher's professional ethics course at Teacher Training University, and 15 individuals were interviewed based on the criterion of theoretical saturation. After open, central and selective coding, the obtained data were categorized into 10 main categories, which in the form of a paradigm model include: causal conditions (appropriate professor, appropriate content), focal category (effectiveness of ethics education), strategies of professional ethics education (effective teaching method, continuous empowerment), context (ethical university), intervening conditions (conflict between learning and field of practice, unqualified professors) and consequences (positive and negative). This reflects the process of teaching professional ethics and the relationships between different dimensions of teaching professional ethics to student teachers through these categories. In the end, based on the obtained results, recommendations are presented for improving the process of teaching professional ethics of teachers in Teacher Training University.

The purpose of the current research was to investigate the lived experiences of students from the culture of virtual education in higher education. This qualitative research was carried out using the phenomenological method. The method of collecting information was using semi-structured interviews. For this purpose, using criteria-based and chain method, data was collected by interviewing 17 students who were familiar with the phenomenon in question and were analyzed through content analysis. Lincoln and Guba’s evaluation criteria were used to ensure the credibility of the research. The analysis of the interviews indicated 1 global theme, 3 organizing themes at the first level, 11 organizing themes at the second level, and 27 basic themes. The results of the research indicated that the influential items in the culture of virtual education in higher education include: the loss of student identity, the loss of student associations, the loss of student scientific circles, the loss of professors' identity, lack of effective communication and networking. between professors, the loss of collaborative scientific projects, an angled view of virtual education, unfamiliarity with virtual education, the loss of the physical structure of the university, dry and one-sided communication, the increase in superficial learning, the increase in the amount of scientific fraud, the promotion of academic freedom, the loss Scientific dictatorship, the disappearance of academic exploitation, the disappearance of the covert power of some professors, the increase of cooperative learning, the opening of technical language, the improvement of student satisfaction, the lack of familiarity with technology, the perception of virtual education as a trivial matter, the sameness of learning in face-to-face education and virtual, the fruitlessness of the war between virtual and face-to-face education, delegating authority to students in choosing the type of education, lack of structures for both virtual and face-to-face education, planning based on conditions, emphasizing the principle of learning.

The present research was conducted to discover and understand the dimensions and components of the curriculum of tourism students based on sustainable development in a synthesis. The corpus of the research included all the studies published in this field from 2000 to 2022 in nine valid scientific databases. The examined sample included 42 documents that were categorized and organized using MAXQDA20. Member control method and agreement coefficient, equal to 71%, were used for validation data. The findings showed that the expertise, and perspective of the tourism curriculum with an emphasis on the sustainable development approach includes six themes, conceptual (concepts dynamic), entrepreneurial (intelligent action), naturalistic (responsible behavior), strategic (management strategies), sociological (understanding the relationship with issues) and humanistic (human values). According to the results, tourism education should be developed from professional education to free and broader education. In addition, paradigm of sustainable development focusing on six areas of expertise should be used as the approach and strategy defined in the curriculum of tourism and should be integrated to the greatest potential in the direction of cultivating knowledgeable human resources in the complex path of sustainable development of tourism. Furthermore, there is an emphasis on planning with the correct guidance of sustainability strategies in higher education curriculum of Tourism.

The current research was conducted with the aim of identifying the elements and characteristics of blended learning in Payam Noor University. The approach of the research is qualitative with an analytical-exploratory method. In order to collect data, relevant sources and documents were collected, and from the total sources obtained, 89 sources were selected and after removing unrelated sources, 54 sources were selected for review. Also, a semi-structured interview with 25 experts inside and outside Payam Noor University was conducted in a targeted manner, and the collected data was examined and analyzed using qualitative content analysis. The results obtained for answering the research questions related to the elements and features of combined education in Payam Noor University which were 8 elements including: orientation (goals and policies), content, teaching strategies, teachers and learners and their activities, materials and resources, time, place and educational and evaluation environments; and 7 features including: technical, educational, communication, assessment and feedback, resources and facilities, managerial. Since there is not enough complete and comprehensive elements and components available for combined education in Payam Noor University, this model could be employed as an effective design context and practical to be used in the university.

The purpose of this study was to analyze and explain the gap that exists between the ideologies behind the curriculum intended and implemented in Teacher Training University from the perspective of professors and student teachers. This research was quantitative in nature, applied in terms of purpose and descriptive-survey in terms of data collection. The statistical population included all professors and student teachers of Teacher Training University of Khuzestan (Iran) in 2022-2023. The sample size was determined using Cochran's formula including 73 professors and 245 student teachers who were selected using simple random sampling method. The data collection tool was the standard questionnaire of Skyro Curriculum Ideologies (2008). The content and face validity of the questionnaire were obtained using the collective opinion of experts and the field of educational sciences and the validity of the questionnaire was calculated using Cronbach's alpha coefficient of 0.87. The descriptive test was used to analyze the data. The findings showed that there is a difference between the intended and implemented ideologies of the professors, so that from the perspective of the intended ideology professors is the dominant curriculum of the learner ideology, while from the perspective of Teacher Training University students the implemented ideology is the dominant curriculum of the professors.

Identifying and measuring learning outcomes is a developing approach to higher education that is applied to evaluate and improve its quality. The aim of this study was to identify and categorize the Expected Learning Outcomes of undergraduates in the field of educational sciences. For this purpose, a qualitative approach and a systematic plan of grounded theory at the level of conceptual ordering have been used. In this study, several data collection sources including the curriculum of the undergraduate course of educational sciences approved in 2016 and the views of key experts including faculty members of the University of Tehran, employers of related jobs, and undergraduates of the University of Tehran were used. The qualitative data collection was performed through semi-structured in-depth interviews and with a snowball sampling strategy The data saturation was obtained with 37 interviews. Analysis of qualitative data was performed using software MAXQDA2018 and Strauss open coding and led to the identification of learning outcomes in 4 categories including: cognitive, skill, mental-emotional and social. The findings of this study could form a basis for multiple applications such as curriculum development and revision, tool designing, and quality assessment of Expected Learning Outcomes to improve and ensure the quality of teaching-learning activities in higher education.

The aim of this study was to investigate the elements of postmodern curriculum in Iranian higher education with a study at the University of Tabriz. In the first part, to answer the first question of the research, has been used the method of synthesis research and in the second part, to answer the second and third questions, the phenomenological method of descriptive type. The sample was selected from among the faculty members of Tabriz University in a purposeful manner. Themes obtained from the interviews including: fixed objectives, semi-flexible content, collaborative and project-based teaching-learning methods and combined evaluation show that the elements of the postmodern curriculum in three elements of content, teaching-learning methods and evaluation in the Iran's higher education curriculum has penetrated to some extent, but has not had a significant impact on the element of goals, and this element has retained its traditional form in higher education. Also, it was introduced the themes of "pluralism, acceptance of skepticism about religion and ethics and absurdism" as disadvantages of postmodernism and "dissemination of cultures, attention to differences and cultivating a critical view" as benefits of postmodern influence in Iranian higher education curriculum.

The present study sought to re-engineer the structure and content of the "Philosophical Schools and Educational Opinions" course syllabus of the master's degree in the major of History and Philosophy of Education. This was done with the purpose of investigating new content with an emphasis on the Islamization of humanities courses in the Iran universities. In this research a combined method with a sequential exploratory approach was employed. First, in the qualitative stage, using the method of document analysis, the current state of construction and the content of the curriculum of Philosophical Schools and Educational Opinions in leading domestic and foreign universities in the field of educational philosophy such as America, Australia and Canada were investigated. This was done with the aim of analyzing and discovering the nature of the educational field in the field of Philosophical Schools and Educational Opinions. Then, according to the descriptive-survey method and the viewpoints obtained from the statistical sample under study, two types of separate questionnaires were created by the researcher, and their reliability was estimated using the "Cronbach's alpha" formula as 0.953 and 0.896 percent, respectively. The research sample included 76 faculty members by census, and 290 students of domestic universities; state, Azad, and Payam Noor randomly clustered. New content for the mentioned course was determined. Finally, regardless of the cultural roots of the curriculum in question in the leading countries and its significant content and conceptual difference with Iranian universities, the findings of this study show that the current situation of "structure" and "content" in the studied curriculum do not meet the current conditional needs and are not in accordance with the Islamic needs of the students, and it is recommended to make changes in the structure and major concepts of the course "Philosophical Schools and Educational Opinions" according to the proposed model based on the present research.