فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 78 (پاییز 1402)

Curriculum design is one of the important challenges of university professors, because arranging curriculum elements in a way that leads to learning is a difficult task. For this reason, the existence of curriculum templates can help university professors and curriculum planners in designing and compiling curricula in a way and in making decisions. The model in the development of university curricula is interpreted as a detailed plan to achieve the goal. For this purpose, the present research has been conducted with the aim of examining the curriculum patterns of higher education in Iran. The above research has been done with a systematic literature review and qualitative content analysis technique (theme analysis) among sources and documents collected from scientific databases. The results of the research show that the focus of the researchers in providing models was mostly on Tyler's four elements and less on the nine and ten elements of the curriculum, and the macro dimensions of the curriculum in higher education have been neglected. Designing the proposed models (providing the framework) is one of the important activities of curriculum planners and decision makers, and university educations are also forced to design and implement the proposed models (determined frameworks) of the curriculum. But the focus of attention that researchers should pay more attention to is the extent of attention to the larger dimensions of the curriculum and not the elements and content of the curriculum.

Students will benefit from digital world and minimize its threats if they are equipped with digital competency. Digital competency is a loose concept and its meanings vary based on different users. The utilization of poorly defined concepts in the field of general education will result in questionable of the usage. This research aimed to identify the dimensions and sub-dimensions of this concept in general education students. It was conducted with a qualitative approach and multiple case study method. Six internationally recognized frameworks related to the competencies of students in the field of technology were selected and analyzed. The findings showed that a digitally competent student demonstrates five dimensions: managing access to digital content, information, and knowledge; interactive use of knowledge, information, and technology; producing digital content; Improving the health and safety of oneself and others in the digital world; and a critical engagement with the digital world.

The purpose of this research is to identify the factors influencing the interaction between student intern teachers with school principals and guidance teachers in order to advance the goals of internship. The current research method is mixed (qualitative and quantitative). The statistical population of the research includes all experts, students, intern teachers, school principals and guidance teachers of Mazandaran province. To select the sample size in the qualitative part, snowball sampling was used and 22 people were selected as the research sample And in a small part, the method of relative stratified sampling is used and 135 experts, guidance teachers and administrators and 303 student teachers were selected as the research sample. became the research tool included a researcher's questionnaire based on the findings of the Depoy and Gitlin's theme method new design based on a 7-point Likert scale, which includes 11, 16, 13, 13, 13 and 10 items in the field of social-cultural factors. Psychological-personality characteristics, educational infrastructure and planning, management and planning, educational approaches and strategies, knowledge and awareness. The findings of the research showed that cultural-social factors, psychological-personality characteristics, educational infrastructure and planning, management and planning, educational approaches and strategies, knowledge and awareness on the interaction between student teacher interns with school principals and guidance teachers in order to advance the goals of effective internship. is. The results of the present study showed that the mentioned factors are among the most important factors affecting the interaction between student intern teachers with school administrators and guidance

The present study investigated the lived experiences of Farhangian University student teachers from the harms of their professional development with a qualitative approach and phenomenological method. The data of this research was based on semi-structured interviews with 14 student teachers of Farhangian University, which continued based on purposeful and criteria-based sampling until theoretical saturation was reached. Data analysis was done with open, selective and central coding method. The reliability of the data was checked and approved by the Holstein method and the validity of the interview questions by 4 supervisors. The research identified the factors affecting professional development around three main categories: intended, executive, and institutional factors as follows: lack of practicality of existing software, lack of proper planning, inappropriate infrastructure, lack of material and welfare facilities, lack of suitable books, resources Obsolete and inefficient, inappropriate structure of educational programs, linear and one-dimensional programs, inadequacy of specialized skills of professors, inadequacy of students' information literacy, uncommon knowledge, non-native knowledge, lack of new teaching methods, neglecting learners, not considering methods Participatory and team, directive and prescriptive laws, conflicting regulations, partial laws, partial politics, extreme ideology, untested policies, centralization in policy development, bureaucracy and intermingling of organizational structures. Validation of the data was done by peer review. This study helps managers and policy makers of new teachers' professional development programs to take a positive step by considering the levels of professional development challenges for the growth of new teachers in this field by modifying the existing programs.

Religious education forms an important part of students' curricula, besides its role in establishing the religious identity of learners, this important role leads to the realization of other educational goals in the higher education system. Knowing the components and indicators of the religious education curriculum provides the basis for designing a comprehensive model in the field of religious education. Therefore, the aim of the current research is to identify the dimensions and components of the religious education curriculum model. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (124 articles) that have been presented in specialized and scientific databases since 2009 and 2015 so far about the curriculum model of religious education. The sample of the research is 25 articles, which were selected based on thematic monitoring, theoretical saturation of data and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 81%. The components and indicators of the religious education curriculum model in 4 dimensions, 13 axes and 53 categories including knowledge components (including indicators such as knowledge of religious concepts, cultural-belief knowledge and media literacy), Structural components (including components such as paying attention to the culture of religious learning, creating religious communities and structural-oriented ethics), pedagogical components (including components such as cooperative education, use of research approaches, evaluation and analytical and argument-oriented methods) and programmatic-process components (includes axes such as the application of knowledge management in the cycle of religious education of students and university support and attention to social values)

The main objective of this research was to explore teachers' firsthand experiences regarding the challenges of instructing in bilingual multi-grade classrooms. Employing a qualitative approach and descriptive phenomenological strategy, the study involved primary school teachers from Dinour district, Kermanshah province, selected through purposeful sampling based on specific criteria. Fourteen teachers meeting the requirement of teaching in bilingual multi-grade classes were chosen through data saturation. Research data was collected via semi-structured interviews and analyzed using the six-step Colaizzi method, resulting in the classification of findings into two general themes, nine categories, and 42 codes. The study highlighted those teachers not only encountered challenges typical of multi-grade classrooms but also grappled with the complexities of students' bilingualism, intensifying the difficulty of their teaching role. Primary challenges faced by teachers in multi-grade classrooms encompassed aspects related to students, teachers, curriculum, organizational and administrative factors, along with familial challenges. Bilingualism-related hurdles included difficulties in comprehending academic concepts, excessive reliance on rote memorization, misinterpretation and misrepresentation of ideas, limited articulation of students' thoughts, and identity conflicts. Consequently, the research proposed potential solutions for policymakers to make informed decisions and offer support to teachers, ultimately enhancing the overall educational experience.

The hidden curriculum is actually a process in order to observe the education, teaching and training of the school is a text that must be revealed in interpretation or hidden meanings. The present study was conducted with the aim of discovering and presenting the conceptual model of the hidden curriculum in secondary schools of Sanandaj city. The research method of this study is a combined method using qualitative-quantitative methods. In the qualitative method, a semi-structured interview was used, and in the quantitative method, a questionnaire was used to complete the qualitative information. The results indicated a significant effect of independent variables on the hidden curriculum. In this regard, the effect of strategies on the hidden curriculum of secondary schools in Sanandaj city has the highest coefficient of influence, and after that, the foundation for the formation of the hidden curriculum is in the second place. There is a type of factor analysis in the model, the effect of all of which is significant, and this means that the indicators of the main research variables have been able to explain these variables well.

Sexual education is an attempt to socialize sex and regulate sexual patterns and behaviours. This research has been done to provide a sex education curriculum model and its validation using a combined approach and exploratory-sequential strategy. The method used in the qualitative part of the research was grounded theory and in the quantitative part, it was survey. The subjects studied in both the qualitative and quantitative parts of the research were health educators of secondary schools in Isfahan City. The technique of data collection was in-depth interviews in the qualitative part and questionnaires in the quantitative part. To analyze the data, the coding technique was used in the qualitative stage and the variance-oriented structural equation modeling approach was used in the quantitative stage. The research findings in the qualitative part of the research showed that the model of the sex education program includes eight main categories, including "realizing the understanding of sex", "removing the discourse limitation", "pluralism of resources", "educational realism", "rebuilding the family system". , "educational system reconstruction", "institutional interactionism" and "cultural alignment". The results of the quantitative part of the research also indicate the validity and reliability of the model presented in the qualitative phase of the research.

The present research aimed to investigate the optimal use of mobile phone social networks with an emphasis on the cultural identity of students for providing models. The research was developmental in terms of outcome, exploratory in terms of purpose, and had the field type in terms of strategy. The research methodology had a qualitative type. The statistical population consisted of university professors in culture and media. Theoretical sampling and then the snowball technique was used for conducting interviews. The open, axial, and selective data coding methods were used, and 300 codes were identified in the initial coding stage, then 198 codes were identified in the second stage of open coding, and 37 codes were identified in 5 categories in the axial coding stage (causal, underlying, and intervention conditions, strategy, consequences), and finally, a model was provided in selective coding. The grounded theory and MAXQDA 2018 software were used to analyze data and convert them into usable information in the model. Based on the research findings, it is necessary to create a suitable basis for familiarizing and consolidating the pillars of identity formation among young people, especially students.

Although previous studies have highlighted the challenges of implementing the cooperative learning approach, they have not addressed the implementation strategies of this approach in order to develop students' leadership skills. On the other hand, studies have shown that leadership skills can be taught to children, but they have not clearly revealed how this happens. The aim of this study is to combine the results of national and international studies in order to fill this research gap. Sandelowski and barroso method was used in this study. Data were coded through Atlas T software. In order to complete, modify and validate the data, the method of focus groups was also used. Based on the results of the present study, improving curriculum elements such as facilities, subjects, learning environment, teacher and student, and improving the attitude of stakeholders and stakeholders can provide the basis for the development of leadership skills in students. The results indicated the prominence of some skills such as creativity, problem solving, self-confidence, adaptability, empathy, criticism, and responsibility. Some skills, such as adaptability, acceptability of criticism, revealed new dimensions of leadership skills and were able to contribute to the development of knowledge in this field. Based on these findings, it can be concluded that developing leadership skills through cooperative learning approach in educational activities in the classroom environment is feasible.