Designing And Explaining The Pattern Of A Global Citizen Curriculum In Iranian Higher Education; Interdisciplinary Approach

Subject Areas : Research in Curriculum Planning

Zahra rashidi ¹ ( Assistant Professor of the Department of Educational innovation and Training institute for Research and Planning in higher Education, Tehran, Iran. )

Received: 2020-03-03 Accepted : 2021-01-23 Published : 2021-02-19

Keywords: Interdisciplinary, curriculum Pattern, Higher Education, Global citizen,

Abstract :

The present study, by reviewing the current state of the university's general curriculum, which aims to educate responsible citizens, has provided a model for interdisciplinary curriculum design. The research was conducted in a heuristic (qualitative-quantitative) mixed paradigm. In the qualitative part, studying and identifying the areas of global citizenship education in the academic curriculum in Iran were considered. Thematic analysis was used on two levels of electoral documents and headings approved by the Supreme Council of the Cultural Revolution. Data were collected through content analysis, checklist and checklist. Document analysis was used to analyze the data. In the quantitative section, a descriptive survey method was used and the statistical population of the program was 145 people. The researcher-made questionnaire was designed with Cronbach's alpha coefficient of 0.91 and content validity. Chi-square and Friedman tests were used for data analysis. According to the findings in the qualitative part of the general curriculum system, its focus and organization is based on the discipline-based normative approach. Most of the content related to the components of globalization is often indirectly related and is dominated by positive, neutral and negative aspects. Therefore, the Global Citizen Curriculum Model is based on an interdisciplinary approach in five key steps that include the key elements of the program. The course (Goals, Content, Teaching and Evaluation Methods) was designed based on three components of knowledge, skills, and attitudes at both macro and micro levels. At macro level, the integrated curriculum approach (integration) and at the micro level (vertical, broad and educational) used.

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