Designing a Curriculum Viability Model in the Higher Education System
Subject Areas : Research in Curriculum Planningmehdi mohammadi 1 , Reza Naseri Jahromi 2 , solmaz khademi 3 , sedigheh shadi 4 , hadis mozahebiyan 5 , shirin khazaki 6
1 - Faculty Member, Department of Educational Management and Planning, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran
2 - PhD in Curriculum Planning, Department of Management and Educational Planning, Shiraz University, Shiraz, Iran.
3 - PhD student of Curriculum Planning, Management and Educational Planning Department, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
4 - MA of Curriculum Planning, Management and Educational Planning Department, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
5 - MA student in Educational Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
6 - MA of Curriculum Planning, Management and Educational Planning Department, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
Keywords: Curriculum, Higher Education, viable,
Abstract :
The basis of the activity of any educational institution is its curriculum, which provides the necessary background for improving knowledge and acquiring skills. Curriculum viability is the current state of a curriculum that is determined based on the degree of compliance with quality standards. Therefore, the main purpose of this research was to design a model of curriculum viability in the higher education system. This qualitative research was carried out using the seven-step method of Sandlowski and Barroso. The meta-synthesis team consisted of three lesson planning specialists and one person who was proficient in meta-synthesis research. At first, 44 sources were extracted, and by using the screening pattern and removing unrelated titles, unrelated abstracts, and then unrelated texts, 24 related research sources became the basis of the analysis finally. The result of which was the extraction of a model consisting of five basic themes as: educational standards (adherence to the approved curriculum), educational obstacles (transfer of educational concepts), educational consequences (changes in students' knowledge, skills and attitudes), educational leadership (teaching-learning process management) and quality of education (students' individual growth and development). The validity of the data was confirmed by using the three techniques of reliability, transferability and alignment of data and trust in data by carefully directing the flow of information collection and alignment of researchers. In general, the findings of this article showed that practical and effective educational content and a capable teacher led to the viability of the higher education curriculum.
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