Developing and Validating of the Teaching-Learning Comprehensive System in Higher Education

This study was aimed to develop and validate a teaching–learning comprehensive system in higher education. The study was a mixed method researched and benefitted from sequential exploratory type which was formulated and accredited primary theoretical framework using triangulation method (aligning multiple data approach) holding three dimensions of a) collecting literature reviews, underlying principles related to the research variable, b) the studies done in the scope of learning and teaching and c) key informants’ views. Then, at the quantitative stage, the reliability and validity of the formulated framework was scrutinized and confirmed using confirmatory factor analysis and Cronbach Alpha. Findings resulted in developing the learning – teaching comprehensive system in higher education, consisting conceptual, structural and functional themes. Conceptual themes encompass the subthemes of subject and context, nature and quality, the principles of learning and teaching. Structural themes encompass the subthemes of strategic orientations, teaching-learning system design and teaching-learning culture. Functional themes also include subthemes of the process performance, leading and managing of the process and assessing of the effectiveness of the teaching-learning.