Studying the Educational Programs of Basic Sciences, Engineering, Social, and Humanities Based on the Connected Approach

Document Type : research article

Authors

1 Department of Education, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.

2 Department of Education, Faculty of Humanities and Social Sciences, Univesity of Kurdistan, Sanandaj, .Iran

Abstract

Purpose: The connected approach structure aims to enhance students' abilities and elucidate the nature of knowledge, the goals, and the fundamental values of the mission of education and research. The purpose of this study was to assess the status of undergraduate educational programs in the fields of "basic sciences, engineering, humanities, and social sciences" based on connected approach dimensions, as perceived by professors and students at the University of Kurdistan.
Methodology: This survey study followed a descriptive research approach. The statistical population included a total of 483 professors and 6,612 students from three selected faculties. A sample of 112 professors and 323 students was randomly selected. Data were collected using the standard approach Connected Curriculum in Higher Education questionnaire by Dilly Fung (2017).
Findings: The results indicated that most of the connected curriculum approach dimensions were rated below average from the perspective of both students and professors across all three faculties. There were significant differences in opinions between professors and students within certain dimensions and across faculties.
Conclusion and Suggestions: Based on the findings, it is recommended that educational policymakers re-evaluate the existing aspects of Iran's higher education system, address its shortcomings, and create a more conducive environment for integrating education and research

Keywords

Main Subjects

References

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Journal of Educational Planning Studies
Volume 12, Issue 24
September 2024
Pages 148-174

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History

  • Receive Date: 23 November 2023
  • Revise Date: 20 January 2024
  • Accept Date: 02 January 2024

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