framework of Responding to environment in higher education curriculum

Subject Areas : Education

جعفر ترک زاده ¹ , wares parse ² , rahmatallah marzoghi ³ , mehdi mohammadi ⁴

1 - دانشیار بخش مدیریت و برنامه ریزی آموزشی دانشگاه شیراز.
2 - shiraz university
3 - shiraz university
4 - shiraz university

Received: 2019-06-28 Accepted : 2020-12-28 Published : 2020-11-21

Keywords: environment, curriculum, higher education, Responsiveness,

Abstract :

Curriculum responsiveness is a new concept that can be re-created and utilized using existing scientific support that has been developed further in the fields of system and social-organizational science. Due to the of lack of necessary researches in this regard and vacuum of conceptual framework, and in order to comprehensively study the responsiveness of the curriculum, the present study aims to develop a conceptual framework of a responsive environment curriculum in higher education, qualitative case studies have been conducted by using the view of qualified and relevant experts. Potential participations were selected by using target approach, the method of selecting key experts, theoretical saturation criterion, and collecting information using semi-structured interviews. The data were analyzed using the method of thematic analysis and the formation of the themes network. Based on this, a comprehensive, organizing and basic themes of the framework of curriculum responsiveness in higher education was considered. The validity of the findings was determined and affirmed by using a collection of methods as credibility, dependability, conformability, transferability, triangulation and control. As a result of this study, As a result of this study, a framework of environmental responsiveness was developed in the curriculum of higher education consisting 18 elements with 111 components and related characteristics. The elements include: logic of curriculum, the sources of determining and compiling goals, Needs assessment, prioritization strategy, education concept, learning concept, role of a teacher, role of a student, learning environments, teaching- learning places, teaching- learning time, teaching – learning contents and resources, teaching – learning evaluation, curriculum validation, curriculum system, managing and controlling on curriculum performance, Deliberation and prioritization, Pathology Barriers of curriculum implementation, evaluation, correction, revision and change of the curriculum.

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