Document Type : Research Article (Quantitative)
Authors
1 PhD student of Curriculum Planning, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
2 .Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
3 Full Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran.
Abstract
Purpose: Curriculum plays an important role in the success of educational systems. Therefore, the current research was conducted with the aim of identifying the dimensions and components of the heutagogical curriculum of the secondary high school.
Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory. The population of this research was articles related to the research field in the years 2019 to 2023 and experts familiar with the research field and having PhD degrees in the fields of curriculum planning and educational psychology, which numbered of 9 articles and 6 experts were selected according to the principle of theoretical saturation and with targeted and snowball sampling methods. The data was collected by taking notes from articles and semi-structured interviews with experts, which whose content validity was calculated by 5 experts 0.995 and its reliability was calculated by Cohen's kappa coefficient 0.979, and to analyze the data were used from thematic analysis.
Findings: The findings from taking notes from articles and semi-structured interviews with experts showed that for the heutagogical curriculum of the secondary high school in the comprehensive theme of the flexibility were identified 8 basic themes in 3 organizing themes including the flexibility in goals, flexibility in programs and flexibility in management, in the comprehensive theme of the goal were identified 8 basic themes in 2 organizing themes including the heutagogical goal setting platform and comprehensiveness in goal setting, in the comprehensive theme of the content were identified 16 basic themes in 4 organizing themes including the extent of, content production, applied content and skill content, in the comprehensive theme of the learner were identified 15 basic themes in the 4 organizing themes including the self-determining recipient, creative cooperative, learner agency and internal motivation, in the comprehensive theme of the facilitation were identified 24 basic themes in 5 organizing themes including the heutagogical class, heutagogical teachers skills, authentic teaching, creating opportunities for students and teaching of heutagogical skills, in the comprehensive theme of educational technology were identified 12 basic themes in 3 organizing themes including the technological class, technological educational tools and social networks, in the comprehensive theme of thinking were identified 8 basic themes in 3 organizing themes including the systemic thinking, critical thinking and group thinking and in the comprehensive theme of evaluation were identified 19 basic themes in 4 organizing themes including the heutagogical assessment, teacher's role in assessment, student's role in assessment and choice in assessment.
Conclusion: According to the identified themes from taking notes from articles and semi-structured interviews with experts for the heutagogical curriculum of the secondary high school, to improve the heutagogical curriculum must prepare the ground for the realization of the identified themes.
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