curriculum

Open Access Article

1 - Sustainability factors and capacities of university-industry relations In higher education system
rouhollah bagheri mirmohammad seyyed abbas zadeh Mohammad hasani

The aim of this study was identification of Sustainability factors and capacities of university-industry relations in higher education system. The research method was descriptive survey. the research community, was including faculty members five universities country and More

The aim of this study was identification of Sustainability factors and capacities of university-industry relations in higher education system. The research method was descriptive survey. the research community, was including faculty members five universities country and industry representatives. Research sample, was selected in faculty members with random stratified of Morgan table 263 people and sample in industry representatives with randomly 12 people. Analysis procedures was multivariate regression, Manova and t with using the software SPSS. The research tools included two questionnaires sustainability factors Lee and capacities capacities of university-industry relations Ssebuwufu. According to the analysis Confirmatory validity and its reliability by Cronbach's alpha was appropriate. The results showed that sustainability factors, reasons and motivation and benefit in the university sector was positive and significant. But industry representatives, the sustainability benefits announced lower than optimal. Existing capacities has been a positive and significant relationship between university and industry. All components of capacities university-industry relations has been a positive and significant effect on Sustainability. All components of capacity, has predicted the reasons and motivations and benefit. Manuscript profile

Open Access Article

2 - The Impact of IB Curriculum Development on Life Skills Development in Elementary Students
maryam danaei

Today, with the comprehensive development of education, the use of new approaches that pays more attention to the learner's primary importance. The program seeks to educate students who develop their relationships through intercultural understanding and respect for a be More

Today, with the comprehensive development of education, the use of new approaches that pays more attention to the learner's primary importance. The program seeks to educate students who develop their relationships through intercultural understanding and respect for a better world by acquiring life skills. The purpose of these programs is to educate creative students, search engineers, scholars, carers and faiths and learn lifelong thinking who also understand different views and perspectives. The purpose of this study was to investigate the effect of the implementation of one of these curricula with a new approach called IB in the academic year of 1396-97. The post-event research method and some kind of scientific-comparison with the group is the criterion. A sample of 140 female schoolchildren of IBS schoolboys and 140 female students of three other schools were similar in comparison to the same group. Random sampling method was gradual. Both groups completed the standard of life skills questionnaire. The data were analyzed by independent test and test methods. The results of the research indicated that the implementation of the IB program in the class not only has a positive impact on the development of all life skills in elementary students, but also affects all ten life skills . Keywords: IB curriculum, life skills, Integrated curriculum, curriculum based on inquiry Manuscript profile

Open Access Article

3 - The evaluation of adaptation teaching-learning methods with Islamic moral curriculum goals

The purpose of the study Evaluate adaptation teaching-learning methods used by Professors with islamic moral curriculum objectives, and was reaserch method combined (quantitative and qualitative). The statistical opulation 273 students and statistical sampie 157 student More

The purpose of the study Evaluate adaptation teaching-learning methods used by Professors with islamic moral curriculum objectives, and was reaserch method combined (quantitative and qualitative). The statistical opulation 273 students and statistical sampie 157 students were selected by Stratified random method. For collecting data used Questionnaire containing 48 questions to assess students' views with reliability 972/0, Teaching observation form with 47 questions with the reliability of the 0.094, Analysis 178 exams and Interviews with professors of Islamic moral. data analysis using with descriptive statistics and t-test in SPSS software and qualitative analysis showed: From the, students perspective teaching- learn methods taken to work in teaching this lesson at the with objectives cognitive, emotional and behavioral alignment is low. Results from the Views indicate alignment with the goals of this course is the relationship between faculty members and students at all levels of cognitive, emotional and behavioral. But the process of instruction, their use of appropriate teaching strategies, and methods used in the teaching process as an essential component of teaching and learning methods in line with the objectives of this course is teaching at the cognitive, affective and does not behave. The prevailing of teaching method was explanation. Did not evaluation methods used in the evaluation of students' academic achievement in line with the levels of the course objectives in cognitive, emotional and behavioral did not Manuscript profile

Open Access Article

4 - Curriculum Literacy in Educators Is the Theme for Empowering Faculty Members
زهره عباباف یداله مهرعلیزاده

The current paper studies and explains the professional components based on curriculum literacy of educators in higher education with the viewpoints of professors on curriculum studies. Qualitative research method was used in this study, and the depth semi-structured in More

The current paper studies and explains the professional components based on curriculum literacy of educators in higher education with the viewpoints of professors on curriculum studies. Qualitative research method was used in this study, and the depth semi-structured interviews with 12 professors of curriculum studies were conducted. Results about perspective of curriculum include three categories: specialist-centered, participation-centered, and teacher-centered. Each of them includes knowledge and practice of the curriculum. In the three perspectives, the practical knowledge for curriculum consists of two main components: preparation for performance of the curriculum and action for performance of the curriculum. But the limits of the professional components of each of the main components in all three perspectives are not the same. In the components of specialist-center curriculum, include as follows: to actualize the educational design to reflect and operate after practice. The components of participation-centered curriculum consist as follows: to actualize the curriculum, to communicate and reflect after practice. The components of teacher-centered curriculum are as follows: to actualize the curriculum, to communicate, to imagine and reflect during and after practice Manuscript profile

Open Access Article

5 - Developing a Workplace Learning Framework for Chamber of Commerce based on a Grounded Theory Research
Farhad Fathi Marjan Kian Majid Ali Asgari

The aim of the present study was to develop a framework for workplace learning. The research paradigm was qualitative and the grounded theory research method was use. The research population consisted of all the employees and members of Chamber of Commerce. Then 18 inf More

The aim of the present study was to develop a framework for workplace learning. The research paradigm was qualitative and the grounded theory research method was use. The research population consisted of all the employees and members of Chamber of Commerce. Then 18 informants were selected by targeted sampling method until reaching the data saturation. The research tool was an in-depth semi-structured interview. In order to analyze the data, coding and categorization were used by Atlas ti software and in three stages of noticing, collecting and thinking. In order to evaluate the data strength in the present study, three criteria of "acceptability", "reliability" and "verifiability" were used. Based on the findings, the framework of the workplace learning consisted of the environment (equality and justice, working environment, learning culture and supportive work environment), the employees (interest in work and learning, responsibility and intelligence and discipline), the management (leadership power, scientific literacy And ethical virtues), the curriculum (goal setting and purposefulness, educational content, teachers 'ability, supervision and implementation, feedback and correction) and the interaction and integration (management-staff interaction, colleagues' interaction with each other, combination of formal and experimental education, integration). Outcomes of workplace learning include organizational efficiency and effectiveness, financial benefit, cohesiveness and expertise, career advancement along with employee motivation. Manuscript profile

Open Access Article

6 - investigating the feasibility of establishing the workplace curriculum in Iranian universities
zahra pourjafarian koroush fathi vajargah Saeed Safaei Movahed maryam Hoseini Lorgani

Abstract The present research aims at investigating the feasibility of establishing the workplace curriculum in Iranian universities. This research seeks to answer the following question: Is it possible to establish the workplace curriculum field at the Iranian univers More

Abstract The present research aims at investigating the feasibility of establishing the workplace curriculum in Iranian universities. This research seeks to answer the following question: Is it possible to establish the workplace curriculum field at the Iranian universities to train specialists in this field? The present study is qualitative research in terms of the purpose, nature, and implementation facilities. Semi-structured interviews with ten workplace curriculum specialists were used to conduct the research. Since this research focuses on the workplace curriculum, the critical case sampling method was used in this research. The information of the interviews was analyzed using the content analysis method. Based on the findings, the opinions of workplace curriculum specialists were categorized into three groups of proponents, conditional proponents, and opponents of establishing this field. Then, the roles and capabilities of the workplace curriculum graduates and their expected competencies were identified. Based on the finding of the research,the opinion of the education specialists in response to the necessity of establishing a field at university are divided into three thematic categories as "factors related to the field of curriculum studies", "factors related to similar fields and university majors" and "factors related to the workplace".Then, by analyzing the content of the experts' opinion in response to the topic of "preconditions necessary for the establishment of university field", two thematic categories of "executive conditions", "scientific conditions" and sub-themes were introduced. At the end, the roles , abilities and competencies of the graduates were examined. Manuscript profile

Open Access Article

7 - Designing a Curriculum Model for the Development of Elementary School Teachers of the Iran's Educational System
mohsen abdolahi Mahbubeh Arefi KOUROSH FATHI VAJARGAH Abasalt Khorasani

The main purpose of this study was to design a Curriculum Model for the Development of Elementary School Teachers of the Iran's Educational System. This study used a qualitative research approach and was conducted based on the classical grounded theory. The statistical More

The main purpose of this study was to design a Curriculum Model for the Development of Elementary School Teachers of the Iran's Educational System. This study used a qualitative research approach and was conducted based on the classical grounded theory. The statistical population consisted of Faculty members and experts in the field of Teachers development that was selected through snowball sampling. A total of 21 people, including 14 Faculty Members and 7 Teachers development specialists, were interviewed. Semi-structured interviews were used to collect data. The data from interviews were analyzed during three stages of open, selective and theoretical coding, and the conceptual model was formed based on the drawing of the ratio between the main categories or elements of the Teachers development curriculum. The conceptual model was formed as follows: causes and necessity (achieving the goals of the educational system, updating teacher skills, complex and flexible teacher role, reform, teacher growth and improving student learning), principles and conditions (teacher-centered, continuity and Sustainability, school-centered and job-oriented, content-oriented and based on student needs), components (content, context and process), correlated factors (personal, environmental, importance and priority, quantity, quality and time) and outcomes (teachers, Programs and students). To ensure validity and reliability, Guba and Lincoln approaches were used, including: acceptability, transferability, reliability and verifiability. Finally, based on the findings and results, guidelines for the implementation of the program are provided. Manuscript profile

Open Access Article

8 - Explanation of Mortimer Adler's epistemological perspective on the Paideia curriculum

The main purpose of this paper is to explain the epistemological foundations of the Paideia project and its critique. Philosophical foundations, psychological foundations, sociological foundations, and historical foundations are considered as the basic foundations of ed More

The main purpose of this paper is to explain the epistemological foundations of the Paideia project and its critique. Philosophical foundations, psychological foundations, sociological foundations, and historical foundations are considered as the basic foundations of education, especially in the field of curriculum, and the epistemological basis can be analyzed in the context of philosophical foundations... In this article, Adler's epistemological perspective on the twentieth century is examined, and the connection between this theory and his proposed curriculum, Paideia, is explained. The research method in the present article is descriptive-analytical and critique based on contemporary perspectives. According to the findings of the present article, there is a coherent relationship between the levels of good for the mind and the forms of knowledge that are presented in Adler's epistemological perspective and the levels of learning in his proposed curriculum. However, critiques based on contemporary views can be made on his epistemological perspective. Adler did not pay attention to tacit knowledge. Secondly, he did not refer to the point of science in the discussion of "universality" and "stability" and therefore situated in challenge of "the dynamics of science. Third, he did not develop the skills proposed in the Paideia curriculum based on the epistemological form of "knowing how". Manuscript profile

Open Access Article

9 - Exploring and Criticizing Childhood images in Act of Iranian Preschool Curriculum
Narges Sajadieh

This paper aims to deduct the concept of childhood presumed in the "Guide of the curriculum and educational and training activities of preschool" document and criticize it. For this purpose, hidden childhood images supposed in this document was explored. Then, these ima More

This paper aims to deduct the concept of childhood presumed in the "Guide of the curriculum and educational and training activities of preschool" document and criticize it. For this purpose, hidden childhood images supposed in this document was explored. Then, these images were criticized. While in internal critique, inconsistencies were explained, in external critique, these images were examined from the view of Islamic theory of action. The method of inferring childhood images was transcendental analysis and content analysis. Also, whereas the internal critique has done was conceptual structure evaluation, the external critique has done by constant comparative analysis. After examining the document, seven childhood images were inferred: the child as an organism, the child as a mechanism, the child as the capital, the child as a pre-adult person, and the child as a potentially innocent person. The most important incompatibility that was found in the document emerged between the child as an organism and the child as a mechanism. In the external critique, the childhood images in Islamic Theory of Action were listed as "child as a pseudo-agent" and "child as a wildflower which relies on a caretaker". Our findings showed that the curriculum framework does not consider due attention to the young age of the plant and its dependence on the caretaker. Furthermore, the image of child as machine wasn't considered acceptable for humans, whether children or adults. Manuscript profile

Open Access Article

10 - Autopoietic Curriculum in the Age of Outbreak of Pandemic Covid-19 and Corona-Life
bakhtiar shabani Alireza Hooshmand

Various aspects of human life including education were affected by the outbreak of pandemic Covid-19 virus & Corona disease simultaneously. Possibility of the chronicity caused a keeping attention to education in this situation. Corona-life forced two central systems of More

Various aspects of human life including education were affected by the outbreak of pandemic Covid-19 virus & Corona disease simultaneously. Possibility of the chronicity caused a keeping attention to education in this situation. Corona-life forced two central systems of education, public and higher education, to be continued in cyberspace, as they used professional and useful soft wares. In the corona age, limited views, divided approaches, and reducing the whole of human life to separate aspects lead to a deficiency in curricula. To rely exclusively on empirical science or to rely merely on lived experiences have caused difficulties for curricula in this time. In this paper, we examined curricula in the Iranian education system during the corona-life. Some factors such as low infrastructures, poor conditions, lack of professional skills, and necessary competencies are noticed. It is argued that the reductionist approach of the current curricula leads to alienation from the deep meaning of curricula in public and higher education. We used the metaphor of a Swamp Curriculum to describe the current situation of curriculum. As this metaphor indicates, Swamp Curriculum causes people, education systems, and processes focus on specific dimensions and finally, it leads to pulling them down. Neuro-phenomenology, as a comprehensive approach, provides us with an integral consideration of the dimensions of human life. Inspired by neuro-phenomenology, an ecumenical and holographic approach to the curriculum can be achieved that can be called autopoietic curriculum. It is a self-organized and non-reductionist curriculum. The central properties of the autopoietic curriculum are comprehensiveness, uncertainty, rationality, synergistic and hybrid agency. The autopoietic curriculum also requires intertwining, complexity, emergency and inclusiveness. As a result, we explain that the implications of the neuro-phenomenological approach, including uncertainty and pluri-disciplinarity, provide us with a holographic approach to consider the emergent universe scenario in the curriculum development in the age of COVID-19. Manuscript profile

Open Access Article

11 - Review and analysis of geography curriculum planning in different periods Study in Iran
SeyedehGolnar Salehi khah zahra samanpour Maryam bastam

The history of curriculum planning in the world goes back more than a century, but this field in Iran is not more than a few decades old. However, in this short life, it has been able to open its position and effectiveness among all theoretical sciences, and its most im More

The history of curriculum planning in the world goes back more than a century, but this field in Iran is not more than a few decades old. However, in this short life, it has been able to open its position and effectiveness among all theoretical sciences, and its most important role has been to determine the boundary between knowledge and education of each science. For example, in the field of geography, with all the differences and similarities with other sciences, this demarcation has been able to reveal a corner of its inherent capabilities. The history of the production of geography curricula can be scientifically traced back to 70 years ago, when modern education was formed in Iran. However, until about 1996, geography education in Iran was carried out with emphasis on descriptive methods, until this year, along with the formation of a stream of scientific and codified curriculum planning in the educational system, A kind of reform was formed in the production of codified curricula, and thus the first document of geography curriculum was produced this year, and other programs were extracted from the heart of this curriculum in accordance with the courses and educational bases. Geography education was formed as a new approach in official Iranian education. Manuscript profile

Open Access Article

12 - Synthesis of indicators and components of learning culture based on social constructivism
Khojaste Rafi Nejad Aliakbar ajam Hossein momenimahmouei Mehdi zirak zirak

Paying attention to learning theories in education plays an important role in curriculum design. The theory of social constructivism as a new theory in school environments is of interest to planners, which requires more attention to its indicators. Therefore, the aim of More

Paying attention to learning theories in education plays an important role in curriculum design. The theory of social constructivism as a new theory in school environments is of interest to planners, which requires more attention to its indicators. Therefore, the aim of the current research is to identify the indicators and components of the learning culture based on the theory of social constructivism. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (148 articles) that have been presented in specialized and scientific databases since 2012 and 2013 on learning culture based on the theory of social constructivism. The sample of the research is 33 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 79%. The components and indicators of the learning culture based on social constructivism in 8 dimensions, 36 axes and 124 categories including goals, learner characteristics, teacher characteristics, teaching-learning approaches, content, environment, evaluation characteristics and The factors became effective. Manuscript profile

Open Access Article

13 - Pathology of the first secondary English language teaching curriculum from the point of view of students and teachers of Yasouj city
Mahbouba Akbari

The purpose of this research was the pathology of the first secondary English language teaching curriculum from the point of view of students and teachers of Yasouj city. The research method was a descriptive survey. The population and the statistical sample of the pres More

The purpose of this research was the pathology of the first secondary English language teaching curriculum from the point of view of students and teachers of Yasouj city. The research method was a descriptive survey. The population and the statistical sample of the present study were all first secondary students studying in the academic year of 1400; 220 people (200 students and 20 teachers) were selected and studied by random cluster method. The data collection tool is the pathology questionnaire of the English curriculum, which has 27 items and includes 4 scales. The validity and reliability of the tool has been confirmed. Descriptive statistics and inferential statistics (independent chi-square) were used for statistical analysis. The obtained results show that all elements (objectives and content, teaching method, teaching space and time, student and teacher influence and grouping of the English language curriculum from The views of students and teachers have weaknesses and damages. Based on the independent χ-2 test, all the investigated scales are effective in the English language curriculum, and a significant difference was observed between the expected and observed frequencies of the scales. In the independent t-test of male and female students, the difference between the averages of students and grouping and training time is significant; There is a significant difference in the average of teachers and students in the scales of teaching method, evaluation, teacher and students, and in the difference between seventh and eighth grades in teaching method; assessment; Time; There is a significant difference between a teacher and a student. Manuscript profile

Open Access Article

14 - Comparing the characteristics of primary education in Iran and Malaysia
Rahmatullah Hosseini

This research is necessary to understand the weaknesses and strengths of our country's primary education in comparison with Malaysia, which has seen an increasing growth in education in recent years, and to provide solutions to improve the weaknesses and strengthen the More

This research is necessary to understand the weaknesses and strengths of our country's primary education in comparison with Malaysia, which has seen an increasing growth in education in recent years, and to provide solutions to improve the weaknesses and strengthen the strengths of the country's primary education. reached. Primary teacher training in Malaysia also has different degrees, which shows the incomplete training in teacher training in this country. Men's lack of interest in primary school teachers in this country also shows the low status of teachers in this country. Curriculum in Iran is focused and book-oriented. It has very little flexibility and teachers are obliged to finish the book within the schedule of the academic year. Farsi, mathematics and experimental sciences have more importance and more hours in the elementary curriculum. Curriculum in Malaysia is centralized. But there are signs of lack of concentration in the curriculum. The latest curriculum shows the participation of teachers, education professors, and representatives from the government and educational districts. Most of the focus is on local languages. Much importance is given to Islamic studies and citizenship education. Manuscript profile

Open Access Article

15 - Studying the status of parameters of economic education in the humanities curriculum at high schools
سیروس محمودی

Sirous mahmoudi Abstract The present research has been conducted with a view to studying the status of parameters of economic education in the humanities curriculum at high schools. The research is descriptive and content analysis-based. The population chosen fo More

Sirous mahmoudi Abstract The present research has been conducted with a view to studying the status of parameters of economic education in the humanities curriculum at high schools. The research is descriptive and content analysis-based. The population chosen for the research comprises all textbooks taught at high school. Using targeted sampling method. Six subjects (Religion and Life, Sociology, Economics, Entrepreneurship Workshop, Social Identity and Geography), including 12 volumes of books, have been chosen as sample. The unit of analysis was content and image. The measuring too was the content analysis checklist designed by researcher, whose validity experts have endorsed and whose reliability has been calculated at 93% by William Scott’s method. Data processing has been done by the Shannon entropy. The main findings of the research indicate that in the high school humanities curriculum, “emphasis on importance of job, occupation and entrepreneurship” with a frequency distribution of 547 (55.7%) and “participation and cooperation” with a frequency distribution of 75 (7.6%) were the most frequent and “importance and value of endeavor and effort” with a frequency distribution of 5 (0.5%) and “legitimate and licit income” with a frequency distribution of 8 (0.8%) were the least frequent parameters. In terms of coefficient of importance, “fighting economic poverty” and “knowledge of economic precepts in Islam” with the coefficients of respectively 0.1.01 and 0.098 were the most important and “knowledge of the concept of inflation” and “participation and cooperation” with the coefficients of respectively 0.011 and 0.013 with were the least important parameters. Manuscript profile

Open Access Article

16 - Reflecting on the Professional Excellence Curriculum of Teacher Educators in Finland and the United States
Zohreh Ababaf

Professional excellence in teacher education significantly enhances the quality of teacher education systems and produces competent teachers who contribute to the improvement of the national education system. Hence, this study aims to explore the components of the profe More

Professional excellence in teacher education significantly enhances the quality of teacher education systems and produces competent teachers who contribute to the improvement of the national education system. Hence, this study aims to explore the components of the professional excellence curriculum in teacher educators in Finland and the United States, as two developed countries, based on a theoretical research plan using a documentary-analytical strategy. The data collection method involved studying written sources including books, articles, and documents on the curriculum for professional excellence in teacher education in Finland and the United States from 2000 to 2023. Based on the analysis of data, three principal categories were extracted: vision, content, and implementation methods of the curriculum. Each of these three principal categories of the professional excellence curriculum includes several components. Future study, as a dominant component in the vision of the countries' curricula, has been an influential factor in shaping the content and implementation methods of curricula. The content of the curriculum has been flexible and inclusive. The link between theory and practice is emphasized. In terms of implementation, educational strategies and justice-based and anti-colonial strategies have acted as two complementary strategies. In the whole curriculum, respect for professional independence and the development of a sense of agency have been emphasized as effective components in the professional excellence of educators. Manuscript profile

Open Access Article

17 - Explaining the Foundations of Metamodern Theory and Their Implications for Defining Curriculum Elements
mustafa Zabandan Einollah Abedi ghaderi mostafa

The purpose of this research, in addition to presenting a metamodern curriculum, is to empower teachers to overcome the difficulties and negative side effects of modern and postmodern curricula. For this purpose, to answer the questions, a multi-method approach includin More

The purpose of this research, in addition to presenting a metamodern curriculum, is to empower teachers to overcome the difficulties and negative side effects of modern and postmodern curricula. For this purpose, to answer the questions, a multi-method approach including the documentary method, the interpretive conceptual analysis, and the progressive type of practical syllogism are used. As the results, in addition to revealing the crises of the modern and postmodern curriculum, a model of the metamodern curriculum including the elements of curriculum is presented in such a way that through this curriculum, the community of teachers and students can consider the reflection of learning in thoughts and actions in social, cultural, and institutional contexts. By means of this model, distinct opportunities are provided for people with mental abilities as well as for people with learning disabilities. The result of this research is the presentation of three bases for developing a metamodern curriculum, which include: 1-Considering the modern and postmodern curriculum as effective historical experiences; 2- The metamodern curriculum as a care approach; 3-The metamodern curriculum as hope. Manuscript profile

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