https://www.icsa-journal.ir/ Journal of higher education curriculum studies en daily 1 Tue, 21 Oct 2025 00:00:00 +0330 Tue, 21 Oct 2025 00:00:00 +0330 https://www.icsa-journal.ir/article_232681.html  In recent years, accountability has become one of the key issues in all organizations, and the higher education system is no exception. Universities, given their broad missions, play a pivotal role in many fundamental societal issues. This responsibility is primarily realized through the curriculum, a platform that is referred to in the academic literature as the “responsible curriculum.” The responsible curriculum seeks to integrate the diverse perspectives of stakeholders—including students, industry, and society—into the governance structures, research, and educational priorities of universities, thereby providing timely, effective, and contextually relevant responses to the growing needs of society. The present study was conducted with the aim of providing an analytical and abstract framework of the processes shaping the responsible curriculum in higher education, using a qualitative approach and grounded theory methodology. The research population consisted of 28 higher education experts with sufficient knowledge and insight into the theoretical foundations of the subject. Data were collected through interviews and analyzed in three stages: open, axial, and selective coding. The outcome of these analyses was the development of a coherent conceptual model of the responsible curriculum. In total, 449 codes and 43 subcategories were identified and classified into six dimensions of the paradigm model: core phenomenon (4 categories), causal conditions (8 categories), contextual conditions (9 categories), intervening conditions (9 categories), strategies (8 categories), and consequences (5 categories). The findings revealed that the realization of a responsible curriculum requires establishing strong linkages among universities, society, and industry. Therefore, it is recommended that higher education policymakers emphasize transparency, accountability, and innovation within the curriculum to enhance the quality and effectiveness of universities. Moreover, attention to the real needs of students and other stakeholders can pave the way for sustainable development and educational equity. https://www.icsa-journal.ir/article_232684.html The purpose of the current research is to look into the Curriculum Evolution in Higher Education of Afghanistan.The study used a qualitative research method with a historical lens.In order to collect information,sources, and documents were first searched,and related written sources were used based on content and theoretical sampling method. Then, by cooperation with participants of the research that they had experience and expertise,Using a targeted approach and based on the pattern of qualitative interviews and theoretical saturation criteria, interviews were conducted with14 people.Consequently,The evolution of curriculum planning in the five aspects including process,system, field of study,profession,and knowledge; and the four periods of pragmatism,isolation and monopoly,stagnation and transformation, identified with an analytical perspective.The findings showed that the curriculum of higher education in Afghanistan had different orientations during the years 1932-2021.During the period of pragmatism, the curriculum planning system was fairly independent and was designed based on national interests.During the period of isolation and monopoly,the curriculum was influenced by the ideology of communism.During the period of stagnation,curriculum planning was not systematic and was sometimes influenced by Islamic ideology.In the period of transformation, the university stakeholders participated in curriculum planning and it was designed by asking the opinions of university professors. https://www.icsa-journal.ir/article_232451.html Reading better and understanding deeply texts requires accuracy and learning certain skills. The overall objective of this research was to design a model for developing study skills among university students in the higher education system: A theory-generating meta-synthesis approach. This research was applied in nature and the data were collected based on a qualitative research design of a theory-generating meta-synthesis using the seven-step method of Finfgeld-Conant (2018). In order to ensure and validate the search process and reach the research findings, the expert team consisting of three educational management specialists and two curriculum planning experts formed the members of the multidisciplinary research team. For the comprehensive study skills, were extracted and the open codes were placed in three axial codes of individual and environmental antecedents, individual, group and environmental processes, and individual, group and environmental outcomes, and finally the final model of study skill development was drawn based on selective coding. The research findings showed that for academic success and high performance, factors or antecedents of study skill development must first be provided so that the study processes are properly shaped and ultimately lead to strengthening critical thinking, increasing positive learning and reducing depression, higher grades through deep learning and creating a positive attitude towards lessons https://www.icsa-journal.ir/article_232686.html The aim of the present study is to develop undergraduate tourism management curricula based on artificial intelligence. For this purpose, two qualitative research approaches were used, including content analysis and multi-faceted data analysis through Max-Quda software. The samples were selected theoretically, with 7 people. In the content analysis section, the focus was on the similarities and differences in responses in 4 artificial intelligence algorithms. In the multi-faceted data analysis, concepts were developed to present a paradigm model in the form of causalities (knowledge base of tourism curriculum based on artificial intelligence, learning module for tourism students based on artificial intelligence, teaching module for tourism instructors based on artificial intelligence, evaluation module for tourism disciplines based on artificial intelligence), main categories (students, instructors), intervenors (organizational, process, financial and economic), contexts and platforms (structural, systemic, human), solutions (financial-managerial, ethical-social, organizational) and consequences (student level, instructor level, macro-industry level). https://www.icsa-journal.ir/article_222278.html The purpose of this study was to present the principles and guidelines for the graphic design of university textbooks. Using the qualitative research design, by reviewing the literature and concepts related to the educational graphic design materials, and then by inductive qualitative content analysis, the principles and guidelines of the graphic design for university textbooks were identified and extracted. The statistical population of this research included all research results related to the graphic design of textbooks and educational materials, which published in Iranian and foreign databases, as well as library resources. Using purposeful sampling, 37 related sources were selected and analyzed. The research findings include the seven principles of graphical proximity, graphical balance, graphical harmony and unity, graphical contrast, graphical emphasis, graphical legibility, and graphical alignment; and 100 guidelines for the graphic design of university textbooks. Applying these principles and guidelines can improve the effectiveness of university textbooks and better learning from them. https://www.icsa-journal.ir/article_227544.html The present study explored the experiences of Iranian higher education graduates regarding the characteristics of inspiring professors. Employing a qualitative approach and a phenomenological research strategy, this study sought to uncover the lived experiences of individuals who have encountered inspirational educators during their academic journey. The participants consisted of Ph.D. graduates from Iranian universities who are currently serving as faculty members and have attended the classes of professors they considered inspiring. In the first phase, participants were asked to identify professors whom they perceived as inspiring during their studies, leading to the compilation of a list of such professors. In the second phase, in-depth interviews were conducted to gain a deeper understanding of the graduates’ experiences. The inclusion criteria for the interviews included having sustained interaction with an inspiring professor, current faculty membership, and voluntary participation. Data saturation was achieved after interviewing sixteen participants. Thematic analysis was employed to analyze the data. Research validity was ensured through peer and participant review, and reliability was established by double-coding two interviews by external researchers. Ultimately, the findings were organized into 125 basic themes, 13 organizing themes, and 4 global themes: fostering positive psychological characteristics in education, professional ethics, professional teaching, and professorial agency. The results revealed that professors’ inspirational influence is a human and transformative phenomenon that reshapes the multidimensional development of students. Revisiting professors’ professional identity, redesigning faculty development programs, and revising recruitment and promotion criteria can facilitate the realization of this goal https://www.icsa-journal.ir/article_232687.html The quality of an educational system is closely related to the quality of its instructors. Attention to the professional competencies of instructors is one of the important elements of the curriculum. Mindset, as a set of design thinking competencies, plays a significant role in the development of individuals’ design thinking. The aim of the present study is to examine the indicators of design thinking mindset among the faculty members of Farhangian University. The research method is descriptive and of the survey type. The research tool is a design thinking mindset questionnaire consisting of 72 items across five indicators: “risk-taking,” “empathy,” “problem design processes,” “teamwork,” and “lifelong learner,” with a total Cronbach’s alpha of 0.958 obtained for the questionnaire. For data analysis, one-sample t-test, independent t-test, one-way ANOVA, Scheffé test, Kendall’s W test, and MICMAC analysis were used. The statistical population of this study includes all faculty members of Farhangian University in Tehran, which was obtained using stratified sampling from among the centers of Farhangian University in Tehran. The findings of the study indicated that the level of the five research indicators among the instructors is above average, and only two items from the risk-taking indicator did not show a significant difference from the theoretical mean. None of the design thinking indicators were significant based on the variables of gender and work experience; however, based on knowledge areas, the indicators of risk-taking and lifelong learner showed significant differences among the three knowledge areas. Additionally, Kendall’s W test indicates that the ranking of design thinking indicators is as follows: lifelong learner, teamwork, empathy, problem design processes, and risk-taking.  https://www.icsa-journal.ir/article_232689.html The objective of the study is to identify the features of the components of the digital citizenship curriculum for pre-service teachers. This research was conducted using a meta-synthesis method. The scope of the study encompasses all research conducted on the digital citizenship curriculum from 2004 to 2024. Considering the inclusion and exclusion criteria, 31 studies were selected and their data were extracted and analyzed. The findings showed that the objectives encompass various areas, including individual and social aspects, and are in line with lifelong learning. The content is up-to-date, provides the basis for the development of critical thinking, is appropriate for the real lives of student teachers, and is based on the nine elements of digital citizenship. The teaching and learning strategies are diverse, participatory, interactive, and enriched with technology. Educational resources are up-to-date, shareable, and technology-based. Student teachers play an active role in learning activities and play an active role in social networks. In the digital citizenship education curriculum, time and space are flexible, meaning they are not limited to formal time and space. Grouping is done in a way that fosters collaborative learning and critical thinking and encourages different perspectives. Evaluation is also done in various ways. https://www.icsa-journal.ir/article_222279.html The present study aimed to investigate and compare the curriculum elements of the Ph.D. in Educational Research at the University of Chicago, George Mason University, the University of North Carolina (USA), and the University of Gothenburg (Sweden) to develop a model for establishing a similar program at the University of Tehran. This qualitative research adopted a comparative approach using Brady's model. The target universities were selected via criterion-based sampling, considering their higher academic ranking compared to the University of Tehran. The required data were collected from the official websites of the selected universities, supplemented by information obtained via email from relevant department officials. The doctoral curricula in educational research at the studied universities were described, interpreted, juxtaposed, and compared based on four key elements: goals, content, teaching methods, and assessment. The similarities and differences among these programs were identified and articulated. Finally, based on the research findings and considering the objectives outlined in Iran's national upstream documents, a proposed curriculum model for the Ph.D. in Educational Research was presented to facilitate the establishment of this program at the University of Tehran https://www.icsa-journal.ir/article_232691.html This study examines the role of personality and motivational factors in predicting research anxiety among graduate students. The statistical population of this research included graduate students of the University of Tabriz in 2023-2024, from which 216 students were selected through convenience sampling. The data collection inventories included the Borang et al.’s Research Anxiety Questionnaire., the Alou et al.’s Learning Motivation Questionnaire and the HEXACO six-factor personality questionnaire. The research method was descriptive and correlational in nature. Pearson correlation tests and multiple regression analysis were used to analyze the data. The results indicated that motivational factors such as self-efficacy, active learning strategies, learning value, and performance and achievement-oriented goals contribute to reducing research anxiety. Furthermore, the learning environment positively influences the enhancement of motivation and the reduction of research anxiety. On the other hand, positive personality traits such as honesty, extraversion, agreeableness, conscientiousness, and openness to experience are significantly associated with lower levels of research anxiety, whereas emotionality leads to increased anxiety. Regression analyses revealed that self-efficacy and achievement-oriented goals have the greatest impact on reducing research anxiety. These findings emphasize the importance of strengthening motivation and positive personality traits for managing research anxiety and improving research performance. Enhancing the learning environment and reinforcing positive personality traits can help reduce anxiety and improve the quality of student research. Both personality and motivational factors play a significant role in reducing or increasing research anxiety. Strengthening positive personality traits and fostering intrinsic motivation can be effective in managing research anxiety among postgraduate students. Motivational factors and positive personality traits greatly contribute to reducing research anxiety, while negative traits, such as emotional instability, can increase it. A positive learning environment also plays a crucial role in reducing anxiety and improving research performance. https://www.icsa-journal.ir/article_232693.html  The purpose of this article was to study the objectives and learning activities of the bachelor's degree in law in the top universities of the world with the approach of integrating with work. Descriptive applied research was carried out using George Brody's comparative study method. The information needed for the research has been collected using existing documents and documents, then classified into separate categories and subjected to investigation, analysis and comparison. The statistical population includes the curriculum of the field of law in the universities of the world and the top 10 universities are targeted and based on three ranking bases; Shanghai, Times, and Graduate Employability Rankings has taken place. The method was comparative-analytical. The results showed that among the types of work-integrated learning, the provision of skill courses and internships in the curriculum of the field of law has received the most attention of the world's top universities. The most important goals in work-integrated learning are to improve and deepen theoretical knowledge paying attention to the general and specialized activities of the field of law has been proposed as the most important work-integrated learning activities https://www.icsa-journal.ir/article_222281.html This comprehensive analysis examines the technological barriers faced by students in virtual team activities through a qualitative phenomenological approach. The study involved semi-structured interviews with 13 undergraduate students in Educational Sciences at Shahid Beheshti University, with data analyzed using thematic analysis. The research identifies seven key themes encompassing 18 technological problems, 14 consequences, 18 underlying causes, and 29 practical solutions. Findings reveal that technological challenges significantly impact virtual team effectiveness, student satisfaction, and overall educational outcomes. The study provides valuable insights for educational institutions, technology developers, and policymakers to enhance virtual collaboration experiences in academic settings https://www.icsa-journal.ir/article_210399.html The purpose of this research is to identify the challenges of the Bachelor’s Program in Biology at Kabul Education University and Development a Suitable Guide for it. This qualitative research was performed in the spring of 1401 with a grounded theory method. Semi-structured interviews and targeted sampling it were done with three groups of Professors, students-teachers, and students. The results showed that the Bachelor’s Program in biology curriculum has five important disadvantages: Weakness of vision for positive change at the national and international level of the curriculum, challenges in choosing, understanding and strengthening high-quality content, defects in the design of new educational strategies to expand practical and laboratory activities, deficiency of fields for the development of scientific, research and technological resources, deficiency of physical structures, electronic for teaching, learning and evaluation. In order to reduce challenges, components such as identifying national and international needs, equipping the laboratory, increasing laboratory activities, and using new resources, biotechnology and research have been taken into consideration. https://www.icsa-journal.ir/article_233844.html The aim of the current research is to design an executive program of peer mentoring for Farhangian University professors. This research was conducted with a qualitative approach and thematic analysis method. The statistical population includes all Farhangian University professors and university managers who were selected through a purposeful criterion-based sampling. The data was collected through semi-structured interviews with 12 university professors, 10 presidents and executive directors of Farhangian University. In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show that the Phillips human resource management model is the best model to show the executive program of peer mentoring for Farhangian University professors. In this model, 10 areas of the texture and structure of the organization are examined, and finally, an executive plan suitable to the context of Farhangian University is presented. In this context, the strategic processes of human resources, the development of the organization's capabilities, recruitment, the existing development processes of the organization, talent management, reward and appreciation, health and security, internal and external communications, and data and systems management have been discussed.