Identifying the Characteristics of Revolutionary Education Curriculum Goals in Farhangian University with a Foresight Approach

Yousefi Tazeh Kand Qeshlag, Elnaz; Ranjdoust, Shahram; Azimi, Mohamad

doi:10.22034/ijes.2024.2019416.1522

Document Type : Research Article (Quantitative)

Authors

¹ PhD student Department of Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran.

² Associate Professor Department of Curriculum Planinng, Marand Branch, Islamic Azad University, Marand, Iran.

³ Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

10.22034/ijes.2024.2019416.1522

Abstract

Purpose: Revolutionary education of Iran is a part of society and a representative of a complex social system and discourse and Farhangian University seeks to educated efficient human resources and revolutionary teachers. Therefore, the purpose of this study was to identifying the characteristics of revolutionary education curriculum goals in Farhangian University with a foresight approach.

Methodology: This study in terms of purpose was applied and in terms of implementation method was combined (qualitative and quantitative). The research population in the qualitative section was the professors of Farhangian University in West Azerbaijan province, which according to the principle of theoretical saturation number of 13 people of them were selected as a sample with the available non-random sampling method. The research population in the quantitative section was the professors of Farhangian University in West Azerbaijan province, which number of 234 people of them were selected as a sample with the total sampling method. The research tool in the qualitative section was a semi-structured interview and in the quantitative section was a researcher-made questionnaire, which whose psychometric indicators were confirmed. The data of the qualitative section were analyzed with thematic analysis method in MAXQDA version 10 software and the data of the quantitative section were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS version 26 and AMOS version 21 software.

Findings: The results of the qualitative section of this study showed that the characteristics of revolutionary education curriculum goals in Farhangian University with a foresight approach have thirteen sub-themes in three main themes were included emotional goals (with four sub-themes of driving excellence and progress, aware and knowledgeable to the revolution and revolutionary education, beliefs transfer and Islamic ethics virtues), cognitive goals (with four sub-themes of recognizing the values and ideals of the revolution, fostering Islamic beliefs, reviving Islamic civilization and familiarity with the concept of justice) and skill/performance goals (with five sub-themes of creating a visible change in student behavior, launching the dialogue of civilizations, strengthening people's tendency towards independence, strengthening the skill of participating in group discussions and familiarizing with the strategies of searching scientific texts. The results of the quantitative section of this study showed that the factor load and average variance extracted of all factors were higher than 0.50 and the Cronbach's reliability of all of them was higher than 0.80. Also, the model of the characteristics of revolutionary education curriculum goals in Farhangian University with a foresight approach had a good fit, and in this model and according to the path coefficients all thirteen factors had a direct and significant effect on the goals (P<0.01).

Conclusion: The identified characteristics for the revolutionary education curriculum goals in Farhangian University with a foresight approach can help experts, officials, managers and planners in designing and implementing programs to improve the curriculum goals of the educational system.

Keywords

Main Subjects

Educational Management

References

Abdulahi B, Esmaeilbeygi H, Navehebrahim A, Abbasian H. (2024). Evaluation of the quality of the elementary education program at Farhangian University based on the CIPP model. Iranian Journal of Educational Sociology, 7(1): 43-56. doi: 10.61838/kman.ijes.7.1.5

Abedini Alavi H, Nili AhmadAbadi M, Neyestani M, Liaghatdar M. (2021). Explaining the goals of the curriculum based on teacher-researcher training at Farhangian University. Technology of Education Journal, 15(2): 395-408. (In Persian) doi: 10.22061/tej.2020.6409.2391

Alipoor F. (2022). A study of the components of revolutionary education underlying Islamic civilization: A research based on the content of the statement of the second step of Islamic revolution. Research Quarterly of Islamic Education and Training, 2(1): 69-100. (In Persian) doi: 10.22034/riet.2021.1994

Aria Parsa M, Dalvi Esfahan MR. (2023). Mixed research of establishing of an entrepreneurial model with a future research approach in the metaverse era in knowledge-based companies in the field of information technology, Sociology of Education, 9(2): 83-94. (In Persian) doi: 10.22034/ijes.2021.541983.1184

Asadnejhad N, Adib Y, Yari J, Maleki Avarsin S. (2020). Identifying the characteristics of flipped curriculum objectives based on problem-based learning. Nursing and Midwifery Journal, 18(7): 555-566. (In Persian) doi: 10.29252/unmf.18.7.555

Barazideh M, Taghvaee Yazdi M, Niazazari K. (2023). The relationship between electronic-governance foresight and managers' organizational transparency in order to present a model (Case study: Saderat banks of Tehran province). Iranian Journal of Educational Sociology, 6(1): 130-140. doi:10.61186/ijes.6.1.130

Bezi A, Fakoori H, Bayani AA, Saemi H. (2024). Design and validation of an environmental education curriculum model for higher education based on the "Aker" approach. Iranian Journal of Educational Sociology, 7(1): 79-90. doi: 10.61838/kman.ijes.7.1.8

Dehghani M, Dialameh N, Khoshsefat S. (2018). Explaining the objectives of “Happy School” curriculum based on Islamic instructions. Educational Science from Islamic Point of View, 6(10): 5-29. (In Persian)

Delghandi K, Rahimi H, Vakili N, Imani Naini M. (2022). Presenting the pattern of school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education. Iranian Journal of Educational Sociology, 5(4): 282-292. doi: 10.61186/ijes.5.4.282

Haghkhah S, Asadolahi Fard E, Barkhordari Aliabad A. (2022). From the dream to the reality of being a teacher; Analysis of the lived experiences of a graduate of Farhangian University. Quarterly Journal of Education in Basic Sciences, 8(28): 25-36. (In Persian)

Marinkovic M, Al-Tabbaa O, Khan Z, Wu J. (2022). Corporate foresight: A systematic literature review and future research trajectories. Journal of Business Research, 144: 289-311. doi: 10.1016/j.jbusres.2022.01.097

Meshkinfam M, Khosravi Babadi AA, Abbasi Sarvak L, Poushaneh K. (2023). Validating and presenting of the curriculum pattern of multi-grade classes of elementary school. Iranian Journal of Educational Sociology, 6(4): 86-95. doi: 10.61186/ijes.6.4.86

Mousavi R, Mohammadinejad Ganji A, Imani MN. (2023). Designing a pattern of organizational structure based on educational improvement and development indicators in the Farhangian University. Sociology of Education, 9(1): 287-302. (In Persian) doi: 10.22034/ijes.2021.541983.1184

Parmuz M, Saber Garakani A, Hanifi F. (2023). Investigating the status of evaluation components of curriculum quality in the elementary schools of Tehran city. Sociology of Education, 9(1): 231-242. (In Persian) doi: 10.22034/ijes.2021.541983.1184

Sadeghloo Z, Salimi L, Fallah V. (2023). Designing a curriculum pattern of education based on non-digital game with a high scope approach for student teachers of Farhangian University. Sociology of Education, 9(2): 49-58. (In Persian) doi: 10.22034/ijes.2021.541983.1184

Schweitzer N, Hofmann R, Meinheit A. (2019). Strategic customer foresight: From research to strategic decision-making using the example of highly automated vehicles. Technological Forecasting and Social Change, 144: 49-65. doi: 10.1016/j.techfore.2019.04.004

Strasser K, Balladares J, Grau V, Marin A, Preiss D. (2023). Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms. Early Childhood Research Quarterly, 65: 396-406. doi: 10.1016/j.ecresq.2023.08.006

Taghvaee Yazdi M. (2018). Foresight relationship in curriculum with students creativity. Research in Curriculum Planning, 15(2): 165-178. (In Persian) doi: 10.30486/jsre.2018.543740

Veisi GhR, Kalhor M. (2021). Investigating the effect of educational programs on the institutionalization of religious values of the Islamic Revolution. Cultural Discourse Studies of the Islamic Revolution, 1(1): 145-164. (In Persian)

Wibeck V, Eliasson K, Neset TS. (2022). Co-creation research for transformative times: Facilitating foresight capacity in view of global sustainability challenges. Environmental Science & Policy, 128: 290-298. doi: 10.1016/j.envsci.2021.11.023

Yavari Z, Keshti Aray N, Ahmadi Gh. (2013). Defining secondary education curriculum goals with an emphasis on citizenship education. Journal of New Approaches in Educational Administration, 4(1): 147-166. (In Persian)

Identifying the Characteristics of Revolutionary Education Curriculum Goals in Farhangian University with a Foresight Approach

References

References

Volume 10, Issue 1September 2024Pages 161-171

Volume 10, Issue 1
September 2024
Pages 161-171