Volume 15, Issue 49 (11-2024)
erj 2024, __(49): 0-0 |
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abdollahi F, ranjdoust S, yarigholi B. Identifying the dimensions of transformation in humanities with emphasis on the curriculum in the higher education system. erj 2024; 15 (49)
URL: http://erj.khu.ac.ir/article-1-1354-en.html
URL: http://erj.khu.ac.ir/article-1-1354-en.html
1- azad university
2- azad university ,Dr.Ranjdoust@gmail.com
3- Azarbijan Shahid Madani University
2- azad university ,
3- Azarbijan Shahid Madani University
Abstract: (573 Views)
Introduction:Development in human sciences with emphasis on the curriculum can play an important role in the trend towards this field of study. The purpose of this research was to identifying the dimensions of transformation in humanities with an emphasis on the curriculum in the higher education system.
Methodology: The research method was conventional qualitative content analysis. The statistical sample of the current research is 15 experts in the field of educational sciences in the fields of curriculum planning, management and educational planning, and philosophy of education who were members of the academic staff in the higher education system. and as a result, the findings of the interview reached saturation. The data collection tool at this stage was a semi-structured interview and its model was obtained by analyzing the data in the 6 stages of Clark and Brown.
Results: After conducting the interviews and examining their themes, 16 overarching themes and 44 organizing themes were identified. - flexibility (adaptation to conditions and situations, continuous or continuous thinking), 4- equipment and facilities (physical equipment and knowledge equipment), 5- characteristics of learners (individual characteristics and personality development), 6- characteristics of teachers (management) verbal, core competency); 7- Content characteristics (comprehensiveness, quality and variety), 8- Educational methods and practices (effectiveness, innovation and appropriateness), 9- Educational plans (standards, flexibility and application), 10- Evaluation and control (receive feedback, evaluation, implementation and distribution of information), 11- creativity and innovation (critical thinking, risk-taking and diversification), 12- mission (long-term goals, short-term goals, foresight), 13- active participation, skills soft and motivating), 14- research and research (seminar and conference, interaction between researcher and society), 15- support and support (financial, social, structural, time support) and finally the last theme, i.e. 16- upstream documents (existing laws) , the desired criteria were the national curriculum and moral themes).
Conclusion:The identified components can be used as a framework for creating a common curriculum in the field of creativity and collaboration in higher education, as well as common value creation in educational environments in line with the wave of fundamental changes in humanities curricula in higher education.
Methodology: The research method was conventional qualitative content analysis. The statistical sample of the current research is 15 experts in the field of educational sciences in the fields of curriculum planning, management and educational planning, and philosophy of education who were members of the academic staff in the higher education system. and as a result, the findings of the interview reached saturation. The data collection tool at this stage was a semi-structured interview and its model was obtained by analyzing the data in the 6 stages of Clark and Brown.
Results: After conducting the interviews and examining their themes, 16 overarching themes and 44 organizing themes were identified. - flexibility (adaptation to conditions and situations, continuous or continuous thinking), 4- equipment and facilities (physical equipment and knowledge equipment), 5- characteristics of learners (individual characteristics and personality development), 6- characteristics of teachers (management) verbal, core competency); 7- Content characteristics (comprehensiveness, quality and variety), 8- Educational methods and practices (effectiveness, innovation and appropriateness), 9- Educational plans (standards, flexibility and application), 10- Evaluation and control (receive feedback, evaluation, implementation and distribution of information), 11- creativity and innovation (critical thinking, risk-taking and diversification), 12- mission (long-term goals, short-term goals, foresight), 13- active participation, skills soft and motivating), 14- research and research (seminar and conference, interaction between researcher and society), 15- support and support (financial, social, structural, time support) and finally the last theme, i.e. 16- upstream documents (existing laws) , the desired criteria were the national curriculum and moral themes).
Conclusion:The identified components can be used as a framework for creating a common curriculum in the field of creativity and collaboration in higher education, as well as common value creation in educational environments in line with the wave of fundamental changes in humanities curricula in higher education.
Type of Study: Research Paper |
Subject:
Higher education management and planning
Received: 2023/09/16 | Revised: 2024/06/8 | Accepted: 2025/02/4 | ePublished: 2025/02/11
Received: 2023/09/16 | Revised: 2024/06/8 | Accepted: 2025/02/4 | ePublished: 2025/02/11
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