Challenges of higher education in curriculum content based on educational justice
الموضوعات : Curriculum ResearchMahboobe Seyedi 1 , Farzaneh Vasefian 2 , Mehdi Keshavarzi 3
1 - Department of Educational Sciences, Meymeh Branch, Islamic Azad University, Meymeh, Iran.
2 - Department of Educational Sciences, Ardestan Branch, Islamic Azad University, Ardestan, Iran.
3 - Assistant Professor Islamic Azad University, Iranshahr Branch, Iran
الکلمات المفتاحية: Curriculum, Content, Higher Education, educational justice,
ملخص المقالة :
The purpose of this study is to identify the challenges of higher education in developing the content of the curriculum based on educational justice, which was done as qualitative research using a strategy based on data theory. In this regard, using a purposeful approach and theoretical saturation criteria Semi-structured interviews were conducted with 13 experts in the field of curriculum planning and education. In order to obtain the validity of the data, two methods of reviewing participants and non-participating experts were used. Data were divided into separate concepts during three stages: open coding, axial coding, and selective coding, with the help of MAXQDA 12 software. In this regard, the challenges and obstacles of higher education in developing the content of the curriculum based on educational justice include: adherence to specific policies in determining the content; lack of needs assessment in higher education; non-compliance of the topic with the needs of the region and society; lack of content-oriented curriculum; The non-applicability of the content to achieve the required skills, the poor quality of the content, and the non-observance of the titles and reference books for the courses In this regard, the strategies that can be considered to remove the above obstacles include: providing content by Utilising the initiative and creativity of professors and students; linking content to industry and jobs; determiningdiverse content based on changes and innovations,; and ensuring the independence of universities in compiling curriculum content based on the topics of the Ministry of Science.
