جستجوی مقالات مرتبط با کلیدواژه "sustainable curriculum" در نشریات گروه "علوم تربیتی"

This research was carried out with the aim of identifying and prioritizing sustainable curriculum elements for management majors with an environmental approach in University.The purpose of the applied research and the type of data is a combination of exploratory type in the qualitative part, meta-synthesis and analysis of interview texts, and descriptive-survey in the quantitative part. Was.The population studied in the qualitative part included the theoretical foundations and related background of internal and external databases and for the interview part of the expert community. The sample size in the qualitative part was targeted non-random sampling and in the quantitative part, the sample size was based on the calculation of the sample size in The structural equations were selected by step wise cluster random sampling method.The collection tools were systematic literature review and semi-structured interviews in the qualitative part, and researcher-made questionnaires in the quantitative part.The method of data analysis was thematic analysis in the qualitative part and descriptive and inferential statistics in the quantitative part.The findings showed that the identified elements of the sustainable curriculum for management majors with an environmental approach in University included 5 elements,which in order of priority are:Purpose (components of getting to know the concepts, management)content (components of management concepts and principles,tools and methods,rights and settings,strategies and policies, green economy and environmental resource management) learning methods (interactive, practical and experimental methods, project-based) evaluation methods (performance, content and lessons, educational environment.resources(use of sustainable materials, product life cycle.that each of these components included several indicators.

: The purpose of this study is to develop and validate a sustainable curriculum scale in Iran's higher education system. To this aim, the face validity is measured after designing the initial scale based on theoretical framework and research background. In the next step, 400 graduate students from Shiraz University are selected by stratified random sampling. The content validity is obtained through item analysis and the construct validity is calculated by factor analysis. The Cronbach's alpha coefficient is obtained for measuring the reliability. According to the factor loads of logic (0.65), the goal (0.78), content (0.83), teaching-learning (0.85), materials and educational resources (0.86), learning activities (0.84) ), time (0.78), space (0.76), grouping (0.89) and evaluation (0.73), the scale construct validity are confirmed and based on significant correlation between subscales with scale total score and items with their subscales, content validity is confirmed as well. In addition, Cronbach's alpha coefficient of the sustainable curriculum scale (0.97) and the subscales of logic (0.93), target (93.03), content (0.87), teaching-learning methods (0.79), materials and Educational resources (0.95), learning activities (0.88), time (0.92), space (0.78), grouping (0.77) and evaluation (0.93), confirm the reliability of sustainable curriculum scale and its’ subscales.