طراحی و اعتباریابی برنامه درسی گردشگری پایدار در آموزش عالی
محورهای موضوعی : پژوهش در برنامه ریزی درسیمهدیه السادات میررحیمی 1 , پروین صمدی 2
1 - استادیار علوم تربیتی، دانشکده حضرت نرجس، دانشگاه ولی عصر (عج) رفسنجان، رفسنجان، ایران.
2 - دانشیار گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا (س)، تهران، ایران.
کلید واژه: آموزش عالی, برنامه درسی, طراحی, گردشگری پایدار,
چکیده مقاله :
پژوهش باهدف طراحی و اعتباریابی الگوی برنامه درسی گردشگری پایدار در آموزش عالی با روش ترکیبی انجام گرفت. نخست، از روش فراتركیب استفاده گردید، جامعه تحقیق کیفی در فرایند سنتز شامل کلیه آثار منتشر شده در این حوزه از سال‌های2000تا 2024در پایگاه اطلاعاتی معتبر شامل 66 سند می‌باشد از روش کنترل اعضاء و ضریب توافق برابر با 75% برای اعتبارداده‌ها استفاده شد. یافته‌ها در ده عنصر برنامه درسی‌گردشگری پایدار ارائه و روایابی آن براساس دیدگاه متخصصان گردشگری و برنامهریزی درسی از طریق مصاحبه نیمه ساختار یافته تایید شد. سپس داده‌ها با استفاده از مدل تحلیل عاملی اکتشافی و تأییدی اعتباریابی گردید. جامعه آماري،کلیه متخصصان حوزه گردشگری و برنامهریزی درسی و دانشجویان دکتری هر دو رشته و نمونه مشارکت‌کننده150نفر از 24 دانشگاه که رشته‌های برنامهریزی درسی و گردشگری را دارا بودند، با رویکرد نمونه‌گیری تصادفی ساده انتخاب شدند. روایی پرسشنامه از روش لاوشه و پایایی آن از طریق آزمون آلفای کرنباخ 8/96%محاسبه و تائید شد. یافته‌ها نشان داد سازه‌های پژوهش از لحاظ همگرایی و همبستگی از اعتبار کافی برخوردار هستند.یافته‌ها شامل شش مضمون خبرگی، نظرورزانه(توجه به جنبة پويا و ديناميك مفاهیم)، کارآفرینانه(کنش هوشمندانه متناسب)، طبیعت‌گرایانه(رفتار محیط‌زیستی مسئولانه)، استراتژک‌گانه(راهبردهای مدیریتی)، جامعه‌شناسانه(درک رابطه واقع‌بینانه‌تر با مسائل) و انسانگرایانه(تغییر در ارزش‌های انسانی) نشان داده شدکه با تمرکز بر آن‌ها عناصر برنامه درسی با نظر به مفروضه‌های بنیادی برای پایداری، خلق فرصت‌ها و نوآوری در یادگیری، نتایج یادگیری و آمادگی دانشجویان برای کنش کاربردی طراحی شد. هر حیطه تعریف شده از یافته‌های پژوهش در جای خود با توجه به گرایش‌های متعدد رشته‌های حوزه گردشگری غنای عناصر برنامه درسی گردشگری پایدار را دارا و می‌تواند مورد استفاده قرار گیرد.
چکیده انگلیسی:
The research was conducted to design and validate the model of sustainable tourism curriculum in higher education with a mixed research method. First, the meta-composite method was used, the qualitative research community in the synthesis process includes all the works published in this field from 2000 to 2024 in the valid database including 66 documents. Member control method and agreement coefficient equal to 75% were used for validation data. Findings in the ten elements of the sustainable tourism curriculum were presented and verified based on the views of tourism experts and curriculum planning through semi-structured interviews. Then the data was validated using the exploratory and confirmatory factor analysis model. The statistical population, all experts in the field of tourism and curriculum planning, doctoral students of both fields and the participating sample of 150 people from 24 universities in the fields of curriculum planning and tourism were selected with a simple random sampling approach. The validity of the questionnaire was calculated and confirmed by the Lauche method and its reliability was 96.8% through Cronbach's alpha test.Findings include six themes, conceptual (concepts dynamic), entrepreneurial (intelligent action), naturalistic (responsible behavior), strategic (management strategies), sociological (understanding the relationship with issues), and humanistic (human values) It was shown that by focusing on them, curriculum elements were designed about the fundamental assumptions for sustainability, creating opportunities and innovation in learning, learning outcomes, and students' preparation for practical action. Each area defined by the research findings in its place, according to the many trends in the field of tourism, has the richness of the elements of the sustainable tourism curriculum and can be used.
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