الگوی مفهومی برنامه درسی آموزش عالی مبتنی بر توسعه پایدار

پژوهش در برنامه ریزی درسی

مقاله 10، دوره 20، شماره 76، خرداد 1402، صفحه 181-198   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2023.1981131.2306

نویسندگان

زهرا کاظمی اسفه^{* 1}؛ مصطفی قادری²؛ علیرضا عصاره³

¹دانشجوی دکتری برنامه ریزی درسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

²دانشیار گروه علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

³استاد گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران.

چکیده

پژوهش حاضر با هدف تدوین الگوی مفهومی برنامه درسی آموزش عالی مبتنی بر توسعه پایدار به روش کیفی از نوع نظریه زمینه‌‌ای انجام گرفت. داده‌های این پژوهش برگرفته از مصاحبه‌های عمیق و نیمه ساختار یافته با 12 نفر از متخصصان موضوعی در حوزه برنامه درسی آموزش عالی کشور بود که براساس نمونه گیری هدفمند وابسته به معیار انتخاب و تا رسیدن به اشباع نظری این فرایند ادامه یافت. اعتبار داده‌های پژوهش از طریق بازگشت به مشارکت‌‌‌کنندگان و ممیزیان بیرونی بررسی و تایید شد. تجزیه تحلیل داده ها  بر اساس مدل اشتراس و کوربین در قالب کد گذاری باز، محوری، و گزینشی در نرم افزاراطلس تی‌‌ای 8، انجام گرفت. نتایج نشان داد الگوی مفهومی برنامه درسی آموزش عالی مبتنی بر توسعه پایدار مشتمل بر عوامل علی(بی‌توجهی و غفلت، ناکارایی مدیریتی، عوامل برون مراکز آموزشی، عوامل شخصیتی و روانی)، بستر‌ها(دانش استراتژیک سازمانی، مدیریت ارتباطات سازمانی، پشتیبانی از سیستم‌های آموزشی)، عوامل مداخله‌گر(ویژگی‌های فردی، عوامل مالی،عوامل مدیریتی)، راهبردها(راهبردهای زیرساختی، راهبردهای خلاقیت، راهبردهای نوآورانه، راهبردهای ساختاری) و پیامدها(بهبود عملکرد مراکز آموزشی، بهبود رضایت‌‌ دانش‌پذیران و والدین آنها، توانمندسازی منابع انسانی، رشد و بلوغ) است.

کلیدواژه‌ها

برنامه درسی؛ آموزش عالی؛ توسعه پایدار؛ نظریه زمینه ای

مراجع

Arefi, M. (2005). Strategic curriculum development in higher education, Tehran: Shahid Beheshti Publication.‏ (Persian).

Barrera, L. (2022, November). The 2030 Agenda for Sustainable Development in Engineering Education: A Criteria Statement Proposal for Graduate Attributes and Professional Competencies. In 2022 International Symposium on Accreditation of Engineering and Computing Education (ICACIT) (pp. 1-4). IEEE.

Basu, D., & Lohani, V. K. (2023). Learning and engagement with an online laboratory for environmental monitoring education. European Journal of Engineering Education, 1-19.‏

Boliver, V. (2011). Expansion, differentiation, and the persistence of social class inequalities in British higher education. Higher education, 61(3), 229-242.‏

Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., ... & Zint, M. (2021). Key competencies in sustainability in higher education— toward an agreed-upon reference framework. Sustainability Science, 16, 13-29.

Crawford, J., & Cifuentes-Faura, J. (2022). Sustainability in higher education during the COVID-19 pandemic: A systematic review. Sustainability, 14(3), 1879.

Daniela, L., Strods, R., & Kalniņa, D. (2019). Technology-Enhanced Learning (TEL) in Higher Education: Where Are We Now?. In Knowledge-intensive economies and opportunities for social, organizational, and technological growth (pp. 12- 24). IGI Global.

Farsatkhah, M. (2012). The future of thinking about the quality of higher education in Iran; A model derived from the grounded theory (GT). (Persian).

Fathi, K., Musa Pour, N & Yadgarzadeh, Gh. (2017). Curriculum design of higher education: introduction to concepts, perspectives and models, 2^nd ed, Tehran: Mehraban Book Institute. (Persian).

Franco, O. Saito, P. Vaughter, J. Whereat, N & Kanie, K. (2018). Higher education for sustainable development: actioning the global goals in policy, curriculum and practice s11625-018-0628-4.

García, E. Jiménez-Fontana, R. Azcárate Goded, P & Cardeñoso, J. (2017). Inclusion of through methodology. In: Handbook of theory and practice of sustainability in university classrooms sustainable development in higher education. Springer, Cham, pp 3–19.

Glaser, B. G. & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. Routledge.‏

Goulding, C. (2002). Grounded theory. Grounded Theory, 1-186.‏

Gut, D. M. (2011). Integrating 21st century skills into the curriculum. In bringing schools into the 21st Century (pp. 137-157). Springer Netherlands.

Heleta, S., & Bagus, T. (2021). Sustainable development goals and higher education: leaving many behind. Higher Education, 81(1), 163-177

Howlett, C., Ferreira, J. A., & Blomfield, J. (2016). Teaching sustainable development in higher education: Building critical, reflective thinkers through an interdisciplinary approach. International Journal of Sustainability in Higher Education.

Khosravi, M. Fathi, K. Maleki, H & Norouzi, D. (2012). The analysis of the curriculum innovations adoption in the higher education system (case study: curriculum revision regulations of Iranian universities). Educational Psychology Quarterly. 9 (27), 135-170. (Persian).

Lambrechts, W., Mulà, I., Ceulemans, K., Molderez, I., & Gaeremynck, V. (2017). The integration of competences for sustainable development in higher education: an analysis of bachelor programs in management. Journal of Cleaner Production, 48, 65-73.

Lattuca, L. R, Stark, J. S. (2011). Shaping the college curriculum: Academic plans in context. John Wiley & Sons.

Lovren, V. O., Maruna, M., & Stanarevic, S. (2020). Reflections on the learning objectives for sustainable development in the higher education curricula–three cases from the University of Belgrade. International Journal of Sustainability in Higher Education.

Mohammadi, M. Shirin Hesar, R. Marzouqi, R. Turkzadeh, J. & Salimi, Q. (2017). Construction and validation of sustainable curriculum scale in Iran's higher education system. Bi-quarterly journal of higher education curriculum studies. 9 (18), 95-134. (Persian).

Mohammadi, R. (2014). A practical guide for internal evaluation in Iran's higher education system: national and international experiences. Tehran, the publishing center of the country's education assessment organization. (Persian).

Namkhah, M. (2012). Examining the degree of inclusion of the curriculum of the graduate education course based on the epistemic dimensions of the curriculum area. Master's thesis, Tehran: Shahid Beheshti University, Faculty of Educational Sciences and Psychology. (Persian).

Nowrozi, A. (2011). Investigating Sustainable Development Indicators, Master's Thesis, University of Tehran, School of Economics. (Persian).

Ochilov, A. (2014). Is higher education a driving force of economic growth in Uzbekistan. Perspectives of Innovations, Economics and Business, PIEB, 14(4), 160-174.‏

Qadhi, S. M., & Al-Thani, H. (2023). Reimaging Continuing Professional Development in Higher Education–Toward Sustainability. In The Sustainable University of the Future: Reimagining Higher Education and Research (pp. 43-61). Cham: Springer International Publishing

Rahimi, B. (2017). The multi-analysis of higher education environment challenges in the 21st century as a model for curriculum orientation. Two Quarterly Journals of Higher Education Curriculum Studies. 9 (17). (Persian).

Ramos, T. B., Caeiro, S., Van Hoof, B., Lozano, R., Huisingh, D., & Ceulemans, K. (2015). Experiences from the implementation of sustainable development in higher education institutions: Environmental Management for Sustainable Universities. Journal of Cleaner Production, 106, 3-10.

Reickmann, T. Corcoran, PB. Abe, O. & Nomura, K. (2012). Sustainability in higher education in the Asia-Pacific: developments, challenges and prospects. Int J Sustain High Educ 11(3):106–119.

Saadat Talab, A. (2017). Evaluating the approach of academic administrators to changing curriculum in universities and higher education institutions (qualitative study). Educational measurement and evaluation studies. (Persian).

Schlechty, P. C. (1990). Schools for the Twenty-First Century: Leadership Imperatives for Educational Reform. The Jossey-Bass Education Series. Jossey-Bass Inc., Publishers, 989 Market St., San Francisco, CA 94103.‏

Smart, J. Umbach, P. D. (2007).Faculty and academic environments: Using Holland's theory to explore differences in how faculty structure undergraduate courses. Journal of College Student Development, 48(2), 183-195.‏

Strauss, A. Corbin, J. M. (1997). Grounded theory in practice. Sage.‏

UNESCO. (2009). Learning for a sustainable word: review of contexts and structures for education for sustainable development. Section for DESD Coordination, Division for the
Coordination of United Nations Priorities in Education, UNESCO, 81 p. Available at   www.unwsco. Org/education/justpublished_desd2009. Pdf.

Van de Werfhorst, H. G. (2014). Changing societies and four tasks of schooling: Challenges for strongly differentiated educational systems. International Review of Education, 60(1), 123-144.

Vaziri, A. Maki Al-Agha, B.& Etamad, A. (2019). Curriculum design based on sustainable development, professional development and citizenship education and its validation from experts' point of view, Journal of Research in Educational Systems, 14 (49). 111-124. (Persian).

Waas, T., Hugé, J., Ceulemans, K., Lambrechts, W., Vandenabeele, J., Lozano, R., & Wright, T. (2012). Sustainable Higher Education. Understanding and Moving Forward.