Identification the indices of desirable content Regarding the Humanity Courses for Universities and the Extent of Attention Them

The present study is aimed towards identification the indices of desirable teaching and learning content in regard with the Humanity Courses for universities and the extent to which these indices are attention.

In the present study, exploratory mixed-methods research was used. For the qualitative section, we underwent quasi-structured interviews with twenty distinguished and qualified experts and faculty members of universities having their expertise in teaching and learning content and curriculum design. Also, 360 of the students of universities comprised the quantitative statistical population and the questionnaire extracted from the qualitative section was distributed among them. All the questionnaires were received and are employed as the basis of qualitative analyses. In the quantitative section, a descriptive-survey method was employed. This number of participants was selected using multistage cluster sampling method. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed descriptive and inferential statistics to wage on analyzing the data.

The results indicated that the interviewees outlined twelve indices as the salient indices of teaching and learning content. The quantitative data also indicated that the range and degree of implementing and corresponding to the indices of teaching and learning content seem to be less than desirable. Therefore, it necessarily requires far more significant attention. Discussion and

In consequence, it can be argued that the recognized indices can be recruited to assess and revise the content of courses in different majors of the humanities. In order to enhance and promote the quality, then, particular heed has to be paid to student-centrism; in the sense that the development of the content for university curriculum and educational planning would be enriched with students' ideas and recommendations. Key words: learning, teaching, , content; curriculum; the Humanity Courses in universities. . .