نشریه مطالعات برنامه درسی آموزش عالی
پیاپی 29 (بهار و تابستان 1403)

This qualitative research was carried out with the aim of presenting a curriculum renewal model in the higher education system and with the systematic research method of the Grounded Theory Approach. For this purpose, by conducting open interviews with 23 curriculum experts, data was collected and analyzed in three stages of open, central and selective coding. The results of the research showed the extraction of more than 200 basic concepts from the interviews, as well as the statistics of 117 sub-categories and 22 main categories, which in the form of a paradigm model includes curriculum revision and renewal as a central category; Causal conditions (need assessment, commitment, expertise and independence of teachers' actions, etc.); Strategies (foreseeing, constant monitoring of environmental capacity, university-industry interaction, etc.); Platforms for curriculum renewal (quality of management in revision of courses, type of cooperation between stakeholders, etc.); The intervening conditions (the prevailing values ​​in the society, the revision of the bylaws, etc.) and the consequences of curriculum renewal (curriculum effectiveness, etc.) were proposed and designed and explained in the form of the final model of curriculum renewal

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.

The training of productive and effective teachers is the task of education system. One of the things that can help the development and growth of the educational system is training teachers with high intelligence and emotional literacy. The main purpose of the research was to identify the emotional literacy characteristics of student teachers from the experts' point of view. This qualitative research was done by content analysis method. The participants in this research consist of 14 professors, curriculum specialists and psychologists who were selected through purposeful and snowball sampling. 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 of data was done through reliability and trustworthiness using alignment technique. Continuous and targeted analysis of data was done simultaneously with their collection using the content analysis method. Based on the findings of the research, four main components or content of knowledge related to students' characteristics and needs, knowledge related to teaching and classroom, personality characteristics and skills were obtained. A teacher should not only focus on cognitive characteristics and academic performance. Students should pay attention to the various dimensions of the student, including the emotional (attitude) dimension and not neglect this dimension in order to increase the motivation and interest of the students in the classroom and change the student's behavior.

This study is aimed at synthesis research and effective  components on online project-based learning in higher education. The research follows a qualitative approach based on synthetic method. The statistical population of the study consists of the studies conducted during 2007 to 2023 in the field of online project-based learning in the national and external databases and the examined sample includes 39 documents. Data analysis of online project-based learning model in higher education in 163 open codes and 16 axial categories and grouping them into 5 dimensions were revealed. These dimensions include the learner dimension (learner's individual characteristics, learner's motivation, the relationship between learners, the relationship between learner and teacher), teaching-learning process dimension (teaching skills and  teaching styles, educational content, educational materials and media, learner-oriented process),  technology dimension (ability to share information, synchronic and a synchronic communication, support ability and easy access), skill dimension (communication skill, collaborative skill, metacognitive skill), and consequence dimension (educational consequence , emotional consequence) were classified. The results of data analysis identified a comprehensive model for the online project in higher education. Therefore, the extracted model provides a suitable framework for higher education to use online project-based learning.

This article examines the challenges that interns face during the internship process in Iranian organizations. The internship is one of the university application programs to establish a relationship with society's service and economic sectors. Universities try to improve students' skills through these programs to prepare them for the workplace. A fundamentalist thought that an internship is not an opportunity to create knowledge but a tool to acquire specific tasks and skills. With a post-qualitative analysis and a post-structuralist approach, this article has identified the structures, mental patterns, and dominant discourses that have prevented internships. For this purpose, in the present research, 12 interns in the field of Training and Human Resource Development and 29 managers and employees of public and private organizations in Tehran were canvassed. The results showed that what is implemented in the internships varies from the official dimensions and drawn goals. A critical reflection shows that behind this dramatic image are hidden curricula that confront us with what happens in the internship process. We hope that knowing these mental patterns and dominant discourses will help the members of Iranian organizations and the interns in this field to free themselves from the control of such discourses to provide an opportunity for the interns to make the internship process not a linear and fundamentalist path but in a Rhizomatic approach for the construction of knowledge.

The aim of the current research was to know the relationship between the consequences of the technical and vocational university curriculum and the expectations of the job market. This research was applied in terms of purpose and qualitative in terms of systematic review type. First, among 523 research articles, 24 articles were selected and analyzed by studying and collecting information based on the available sources, after checking the inclusion and exclusion criteria. In general, three analytical themes "challenging of  employment", "to employers of graduates" and "technical and vocational university curriculum" and six descriptive themes "obstacles to employ graduates", "infrastructural obstacles in higher education" and "employability skills", "participation of employers" and higher education" and "experiential learning", "curriculum development and updating" were extracted. This research showed that there is no relationship between the consequences of technical and vocational university curricula and the views of people who hire graduates. The relationship between the stakeholders is not cooperative and the balance between education and the job market is not established.

In the current century, under the title of the century of knowledge, the development of information technology in an efficient educational system is an undeniable necessity and is considered a fundamental step in educational reforms. The present research is applied in terms of its purpose, the approach of qualitative research and the research method is meta- synthesis. To conduct this research, the seven stages of Sandelovski and Barso (2007), which have the necessary comprehensiveness, were used. In order to ensure and validate the search process and reach the research findings, the expert team consisting of four educational management specialists and two curriculum planning experts formed the members of the multidisciplinary research team. For the comprehensive policy theme of the technological curriculum, 7 organizing themes include Policymakers' awareness of the functional concept of information technology, deep implementation of policies at the technological operational level, recognition of the results of sustainable development in technology, planning to reform the structure of education in accordance with technology, planning education in accordance with the globalization of technology, reform Curriculum and adoption of policies in accordance with technological priorities, explanation of the effects and consequences of technological policy making, and a total of 50 basic themes of identification and validity and Reliability was confirmed. The global changes in technology and its potential effects on technological curriculum policy have consequences including transnational and cross-border collaborations in global communication networks, creating opportunities for social, economic and cultural development, and turning people into independent learners.

The quality of teaching largely depends on the teaching qualifications of the instructors especially in skill-oriented fields like architecture, as well as the quality of graduates who are capable and possess the necessary skills for the professional environment. Visiting lecturers, alongside faculty members, are responsible for quality teaching at universities. However, there is no regulation from the Ministry of Science, Research and Technology regarding their recruitment and qualification assessment. To this end, this study aims to evaluate the criteria for assessing the competences of visiting lecturers at universities by examining the form used at the National University of Skill as a case study. The research is practical in purpose and descriptive-analytical in nature. The sample included 115 students and 55 instructors, and for analysis, SPSS22 software, ANOVA, and t-tests were used. The findings indicate that cultural activity components have the least impact, while feedback from instructors in face-to-face interviews has the greatest influence on teaching qualification. It seems essential to standardize the qualifications of instructors through regulations by the Ministry of Science, Research and Technology, and the criteria for recruiting visiting lecturers should be flexible enough based on the field and mission of the university.

The present study was applied in terms of its objective and follows a sequential exploratory mixed-methods approach. In the qualitative phase, to extract the components for designing a constructivist-based learning environment and develop the model, inductive qualitative content analysis was employed. The research field included 17 books, 23 theses and dissertations, 86 articles, and 5 documents related to midwifery education, medical education, nursing education, health education, constructivist theory, constructivist learning environments, and real-world learning. A systematic review was also conducted to comprehensively analyze these sources. In the quantitative phase, the statistical population consisted of 50 experts in the fields of educational technology, midwifery education, medical education, nursing education, and health education. The validation of the designed model was carried out using a survey method and a researcher-made questionnaire with 15 Likert scale questions. The content validity of the questionnaire was confirmed using the Content Validity Ratio (CVR) and Content Validity Index (CVI). Additionally, the reliability of the questionnaire was measured using Cronbach's alpha, and the results were validated using a one-sample t-test. The qualitative content analysis results led to the identification of 8 main categories and 12 subcategories for designing a constructivist-based learning environment model. These components and subcomponents were presented in the form of a conceptual and procedural model. The validation results indicated that the proposed educational model has sufficient validity and effectiveness for midwifery students, as assessed by the experts.

The purpose of the current research was to identify the requirements and curriculum bases of the economic training of Islamic Azad University students. This research was conducted with a qualitative approach and phenomenological method. The scope of the research includes all agents involved in the curriculum of economic training, who were selected through purposeful sampling. Data were collected through semi-structured interviews with twenty-three professors of  Islamic Azad University- Razavi Khorasan branches. In order to analyze the data, the theme analysis method was used in three levels of basic, organizing and selected themes. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show 5 main dimensions, including programmatic requirements of economic training, socio-university requirements, strategic requirements, contextual requirements and platforms of economic education (including axes such as skill creation and empowerment of students, attention to existing resources and capacities and economic knowledge of students) was organized. According to the findings, it can be concluded that individual, academic, social and cultural factors play a role in the economic training of students.

Entrepreneurship is one of the main factors in creating economic value and an efficient and effective tool to reduce the number of unemployed, and also the process of making a profit from new and unique combinations. One of the most important steps in most developed and developing countries is to develop entrepreneurship in the education system. In this regard, most universities in developed countries have included entrepreneurship education in their curricula. This research has been done qualitatively with a content analysis approach. The research tool was a semi-structured interview with experts and specialists in the field of entrepreneurship in comprehensive public universities in Tehran. Sampling was performed by snowball method until theoretical saturation was reached. The data obtained from 25 interviews were encoded using content analysis and coded using MAXQDA software. In order to achieve accuracy and validity, the study of validity and reliability criteria was considered and used. The most important elements of the extracted entrepreneurial competencies curriculum included: structuring, competency building, educational strategy, measurement techniques, teaching characteristics, learning characteristics and learning environment. The framework developed for the higher education curriculum, focusing on the overall form and structure of educational processes and the impact of its design on employment, leads students to the path of practical education and guidance to the labor market so that students They experience a developed and cohesive journey through the process of knowledge, attitudes and skills that are meaningful to them.

Much attention has not been paid to educational design in the studies conducted on MOOC, and the research results regarding the weakness of instructional design require special attention to be paid to the issue of the principles of instruction in MOOC. Therefore, the aim of this research was to determine the Effectiveness of Massive open online course (MOOC) based on the First principles of instruction on learning and teaching self-efficacy. In this research, a quasi-experiment with a pre-test-post-test design with a control group was used. All the registrants in the MOOC were the statistical population of this research, and using the available sampling method, the number of 200 participants in the course (100 in each course) were the sample of this research. The implementation process was as follows. First, the pre-test of learning (created by the researcher) and teaching self-efficacy (Schanen et al., 2001) was conducted; Then, a test titled "teaching skills" based on the basic principles of instruction was implemented for the experimental group and in the usual way for the control group, and finally, the post-test of learning and teaching self-efficacy of the course was implemented; The results of the covariance showed that the use of the first principles of instruction in MOOC has a positive and significant effect on the learning rate (p<0.001) and teaching self-efficacy (p<0.001). Therefore, it is suggested to pay attention to the First principles of instruction in the instructional design of MOOCs, which will improve the learning and teaching self-efficacy in MOOCs.