Explore the Nature of the Elements of the Community-based Curriculum Pattern on the Higher Education System Based on Meta-Synthesis Approach

The aim of the present study is to analyze the nature of the elements of the curriculum model of the community-based on the higher education system. The data were collected based on a qualitative research project of the synthesis type using the Sandlowski and Barus (2006) weekly steps. Sample selection was performed using Inclusion and Exclusion criteria and Critical Appraisal Skills Program (CASP) program. Data were analyzed through the researcher's checklist and analyzed thematic content analysis (TCA). In order to evaluate the validity of the findings, the researcher's self-review criteria were used and in order to evaluate the reliability of the findings and the proposed model, the peer review method and the survey of experts were used. According to the research findings, the concepts of community-based curriculum in the higher education system can be classified into eight general categories and the nature of the elements can be displayed accordingly. Goals in community-based curriculum include: political, cultural, occupational, environmental, research, technology, and human and spiritual values. The content element is done in a meaningful and practical way, the element of teaching-learning methods is done experimentally and the problem of basis and evaluation in this model is done in a general and skillful way. The above-mentioned results were presented by the Subject Network as a conceptual model and guideline for action and practical suggestions for reviewing the curriculum of the higher education system for the community.