Qualitative Research in Curriculum

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Indexing and Abstracting

Related Links

FAQ

Peer Review Process

Metrics

News

Article Writing Guide

Files

A qualitative study of the consequences of responsive curriculum in higher education (case study: field of educational sciences)

Document Type : Research Paper

Authors

1 Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, North Tehran Branch, Tehran, Iran

2 Assistant Professor, Department of Educational Sciences, Tonekabon Branch, Islamic Azad University, Mazendaran, Iran

10.22054/qric.2025.84414.405

Abstract

The main goal of the current research is to study the qualitative consequences of the responsive curriculum in the undergraduate course of educational sciences. To achieve the goal of the research, the researcher used the qualitative research method of content analysis. The participants of the research were expert faculty members and experts in the field of curriculum planning and experts in the field of higher education and university planning, of which 18 people were selected as a purposive sample. The data collection tool was a semi-structured interview. Thematic analysis coding method was used to analyze the data and King and Harrocks method was used to validate the data. The results showed that a total of 61 primary codes, 11 basic themes, 4 organizing themes, and the overarching theme of responsive curriculum outcomes. Based on this, the consequences of the responsive curriculum included: personal development, academic development, social development, and theoretical development of the field of educational sciences. Curriculum and learning objectives are generally compiled based on three sources: individual, society and knowledge, therefore, in order to develop a responsive curriculum, each of the above sources must be included in the curriculum in a balanced manner.

Keywords

References
Compagnucci, L., & Spigarelli, F. (2020). The Third Mission of the university: A systematic literature review on potentials and constraints. Technological Forecasting and Social Change, 161, 120284. https://doi.org/10.1016/j.techfore.2020.120284    
Danaeifard, H., Alvani, S. M., & Azar, A. (2021). Qualitative research methodology in management: a comprehensive approach. Tehran: Saffar Pub. [In Persian].
Fathi Vajargah, K. (2015). Basic principles and concepts of planning, Tehran: elme ostadan. [In Persian].
Feizbakhsh, H., Salehi, K., & Javadipour, M. (2023). Expected Learning Outcomes of Undergraduates in the Field of Educational Sciences: A Qualitative Study. Journal of higher education curriculum studies, 14(27), 305-336. doi: 10.22034/hecs.2023.178422 [In Persian].
Ghaderi, H., & Shekari, A. (2014). Curriculum quality assessment of educational sciences department of Kashan University. Research in Curriculum Planning, 11(41), 147-162[In Persian].
Keramati, M & Ansari, M. (2015). The employment status of graduates of educational sciences in Tehran University. National Congress of Higher Education of Iran. SID. https://sid.ir/paper/878284/fa [In Persian].
Khosravi, E., salehi, A., Mahmoudnia, A., & Eimani Naeini, M. (2020). Indigenization of Educational Sciences in Iran, its Needs and Challenges, Irainian Journal of The Knowledge Studies in The Islamic University, 24(83), 289-308. magiran.com/p2184669 [In Persian].
Maleki, D., Navehebrahim, A., Abdollahi, B., & Zeinabadi, H. (2023). Designing an Effective Accountability Model for Islamic Azad University: a qualitative approach based on Grounded Theory. Quarterly Journal of Research and Planning in Higher Education, 26(4), 113-142. [In Persian].
Maleki, H. (2020). Basics of secondary education curriculum planning. Tehran: Samt [In Persian].
Malekinia, E., Bazargan, A., Vaezi, M & Ahmadian, M. (2014). Identification and prioritization of sustainable university's factors, Qurterly Journal of Research and Planing in Higher Education, 20(3), 1-26. magiran.com/p1414160 [In Persian].
Marefat, M., Barghi, I., & Yarigoli, B. (2024). The Curriculum of the Curriculum Planning Major for Empowering University Students. Journal of higher education curriculum studies, 14(28), 111-124. doi: 10.22034/hecs.2024.390097.1845 [In Persian].
Mohammadi Mehr, Gh. (2008). Content analysis method (practical research guide), Tehran: Humanities Treasure [In Persian].
Nili, M., Nasr, A., Sharif, M., & Merhrmohammadi, M. (2010). Social Prerequisites and Outcomes of Accountable Curriculum in Higher Education Case Study: Public Universities of Isfahan. Journal of Applied Sociology, 21(2), 57-76. [In Persian].
Nozari, M. (2012). Possibility of Islamization and indigenization of Curriculum of Educational Sciences. Strategy for Culture, 5(19), 139-168. [In Persian].
Sarkar Arani, M. R. (2014). Self-renewal of faculty members. In M. Yemeni (Ed.), New Approaches and Perspectives in Higher Education (pp. 437-484). Tehran: : Research Institute for Cultural and Social Studies. [In Persian].
Shabani., Z (2009). Examining the evaluation of the compiled, implemented and acquired Quranic curriculum in the fifth grade of elementary school, Journal of Human Sciences, 17(77), 179. magiran.com/p668683 [In Persian].
Tangali, M. (2023). Identifying the requirements and implications of a responsive curriculum in the field of entrepreneurship mission for students in the field of educational sciences, Master's thesis in the field of educational sciences, Faculty of Educational Sciences and Psychology, Birjand University. [In Persian].
Torkzadeh, J., & Keshavarzi, F. (2014). Changing and revising the curriculum of higher education with a strategic approach. Conference of the Iranian Curriculum Studies Association. SID. https://sid.ir/paper/844929/fa [In Persian].
Torkzadeh, J., & Nekoomand, S. (2015). Validating the scale of university's power of response to environment. Asian Journal of Research in Social Sciences and Humanities, 5(8), 241-252.‏
Torkzadeh, J., parse, W., marzoghi, R., & mohammadi, M. (2020). framework of Responding to environment in higher education curriculum. Journal of New Approaches in Educational Administration, 11(45), 211-248. [In Persian].
Zakersalehi, Gh. (2017). Iranian University and the Function & Identity Conflict: Seeking the Lost Model. Foundations of Education, 7(1), 27-46 [In Persian].
Qualitative Research in Curriculum
Volume 5, Issue 17
December 2024
Pages 113-152
Files
Share
How to cite
Statistics