The present study aimed to design a competency‑based curriculum model for the field of Educational Sciences in Iranian public universities, oriented toward alignment with the needs of the 2030 labor market. This qualitative study employed the systematic grounded theory method of Strauss and Corbin. Participants included curriculum experts, faculty members in Educational Sciences, higher‑education specialists, and experts in skills and employment, selected purposefully through theoretical sampling. Data were collected through 18 semi‑structured interviews and analyzed using open, axial, and selective coding. The analysis yielded 126 initial codes and 19 subcategories, organized within a paradigmatic model. The core category identified was “transition from knowledge transmission to competency construction.” Causal conditions included the mismatch between university education and labor‑market needs, the transformation of professional roles, and the dominance of memory‑based assessment. Contextual conditions consisted of the gap between policymaking and implementation, along with heterogeneous readiness levels among faculty members. Intervening conditions involved administrative bureaucracy, weak structural linkage with the field of practice, and motivational conflicts embedded in the academic promotion system. Key strategies included defining three‑layered competencies (foundational, contextual, and adaptive), designing authentic and problem‑based learning experiences, implementing performance‑based assessment, and ensuring active stakeholder participation in curriculum design and revision. Implementation of this model can enhance graduates’ employability, strengthen their professional identity, and improve the responsiveness of higher education to future labor‑market developments.

Keywords: Competency‑based curriculum, employability, labor market 2030, higher education, Educational Sciences