ابعاد و مؤلفههای بینالمللیسازی برنامه درسی آموزش عالی: فراترکیب براساس مدل روبرتس | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 11، دوره 18، شماره 2 - شماره پیاپی 35، مهر 1404، صفحه 295-318 اصل مقاله (1.49 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.238848.1559 | ||
| نویسندگان | ||
| محمد محمودی* 1؛ میثم غلام پور2 | ||
| 1دانش آموخته دکتری رشته برنامه ریزی درسی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه بیرجند، بیرجند، ایران | ||
| 2استادیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران | ||
| چکیده | ||
| هدف: بینالمللیسازی برنامه درسی آموزش عالی، فرآیندی است که در آن مؤسسات آموزشی، عناصر و دیدگاههای بینالمللی و میان فرهنگی را با هدف افزایش کیفیت آموزش، تبادل دانش و تجربیات، و تعمیق روابط بینالمللی در برنامههای درسی خود میگنجانند. بینالمللیسازی برنامه درسی، در سالیان اخیر سهم بالایی از پژوهشهای حوزه همافزایی و تأکید بر آموزش عالی در جامعه جهانی را شامل شده است. لذا پژوهش حاضر، با هدف بررسی ابعاد آن، بهمنظور ارائه تصویر و نگرشی جامع از این حوزه انجام گرفت. مواد و روشها: متناسب با هدف پژوهش، از روش کیفی از نوع فراترکیب برای دستیابی به نتایج استفاده شد. دادههای پژوهش با استفاده از الگوی شش مرحلهای روبرتس گردآوری شدند. بدینمنظور در محدوده زمانی مدنظر (داخلی 1404-1390 و خارجی 2024-2014) مقالات جستوجو و گردآوری شدند. قلمرو پژوهش کلیه مقالاتی بودند (97 مقاله)، که درباره بینالمللیسازی برنامه درسی آموزش عالی و زمینههای مرتبط در پایگاههای تخصصی و علمی ارائه شدهاند. نمونه پژوهش 28 مقاله بود که این تعداد بهصورت هدفمند و براساس پایش موضوعی، محتوایی و اشباع نظری دادهها انتخاب شدهاند. دادههای پژوهش در این مرحله با استفاده از تحلیل محتوای مضمونی تجزیهوتحلیل شدند. بهمنظور بررسی قابلیت اعتبار و اعتماد یافتهها نیز از معیارهای خود بازبینی محقق و روش مرور همتا (ضریب توافق ارزیابها) بهره گرفته شد. بحث و نتیجهگیری: با تجزیهوتحلیل دادهها، ابعاد و مؤلفههای بینالمللیسازی برنامه درسی آموزش عالی به برند در پنج بعد، 17 محور و 78 مقوله شامل اهداف (مشتمل بر اهداف غایی، اهداف واسطهای، اهداف جزئی)؛ ویژگی فراگیر (مشتمل بر بعد شناختی، بعد مهارتی، بعد عاطفی)؛ محتوا (مشتمل بر محتوای چند فرهنگی، محتوای تطبیقی، محتوای میانرشتهای، محتوای کاربردی و مهارتی)؛ رویکردهای یاددهی-یادگیری (مشتمل بر روشهای مشارکتی، روشهای پروژهمحور، روشهای فناورانه، روشهای بازاندیشی فرهنگی)، ارزشیابی (مشتمل بر جامعیت در ارزشیابی، انعطافپذیری در ارزشیابی، اعتبار و پایایی) مورد سازماندهی قرار گرفت. در نهایت پژوهش حاضر به دنبال شناسایی ابعاد و مؤلفههای بینالمللیسازی برنامه درسی آموزش عالی بهعنوان موضوعی قابل اعتنا و مهم در نظام دانشگاهی بود و الگوی پیشنهادی آن میتواند راهنما و یاریگر برنامهریزان و مدیران دانشگاهی واقع گردد. | ||
| کلیدواژهها | ||
| بینالمللیسازی؛ آموزش عالی؛ برنامه درسی | ||
| عنوان مقاله [English] | ||
| Dimensions and Components of Internationalization of Higher education Curriculum: Metasynthesis Based on the Roberts Model | ||
| نویسندگان [English] | ||
| Mohammad Mahmoodi1؛ Meysam Gholampour2 | ||
| 1Ph.D. in Curriculum, Department of Educational Sciences, Faculty of Literature and Humanities, University of Birjand, Birjand, Iran | ||
| 2Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran | ||
| چکیده [English] | ||
| Objective: In recent decades, attention to the international dimensions of higher education has become an inevitable factor in educational policy-making in various countries and has been welcomed by different educational systems. To achieve this, internationalization of higher education has been proposed as one of the fundamental tools to achieve this goal in the current era and as a logical response to the challenges posed by globalization. Universities worldwide have adopted this approach. Internationalization of the higher education curriculum refers to a process in which educational institutions integrate international, intercultural, and global elements and perspectives into the design, implementation, and evaluation of their curricula. The main objective of this process is to enhance students' international and intercultural competencies, enabling them to function effectively in global and culturally diverse environments. This topic has recently occupied a significant share of research in the area of synergy and emphasis on higher education in the global community. Therefore, this study aims to investigate its dimensions to provide a comprehensive image and perspective of this field. Materials and Methods: In this study, a qualitative meta-synthesis method was used to analyze the internationalization dimensions and components of the higher education curriculum more deeply and comprehensively. The research data were collected using Roberts' six-step framework, which systematically and accurately organizes all stages from search to final data analysis. To this end, articles related to the internationalization of the higher education curriculum within the specified timeframe (domestic research from 2015-2025 and international research from 2014-2024) were searched and collected. The research domain included all articles that dealt with the internationalization of the higher education curriculum and related fields presented in specialized and scientific databases. After the initial review, 97 articles were obtained. The research sample consisted of 28 articles that were purposively selected based on thematic, content monitoring, and data saturation criteria. The collected data at this stage were analyzed using thematic content analysis to identify key patterns and themes. To ensure the credibility and reliability of the findings, the criteria of researcher self-review and peer review (evaluator agreement coefficient) were employed, which helped confirm the accuracy and precision of the data and research results and ensured that the obtained results reflected the existing realities in the field of internationalizing the higher education curriculum. Discussion and Conclusion: With the analysis of data, the dimensions and components of the internationalization of the higher education curriculum were organized into five dimensions, 17 axes, and 78 categories, including objectives (comprising ultimate objectives, intermediary objectives, and partial objectives); inclusive features (comprising cognitive, skill, and affective dimensions); content (comprising multicultural content, comparative content, interdisciplinary content, practical, and skill content); teaching-learning approaches (comprising participatory methods, project-based methods, technological methods, cultural reflection methods); and evaluation (comprising comprehensiveness in evaluation, flexibility in evaluation, validity, and reliability). This comprehensive analysis helped identify and precisely define the components of curriculum internationalization and provided a systematic framework for implementing and evaluating internationalization processes. Considering the objectives, multicultural content, and participatory methods, this framework emphasizes developing learners' skills and knowledge and fostering international interactions and cultural competencies. Moreover, the comprehensive evaluation included in this framework, utilizing accurate and reliable criteria, allows educational managers and planners to continuously review and improve teaching-learning processes. With this approach, curriculum internationalization becomes a powerful tool for enhancing the quality of higher education, which can lead to the growth and development of scientific and cultural communities at the global level. This comprehensive organization helps academic managers and planners utilize modern approaches and diverse educational methods to internationalize their curricula. This not only prepares students for global challenges but also improves the quality of education and research in universities. | ||
| کلیدواژهها [English] | ||
| Internationalization, Higher Education, Curriculum | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 738 تعداد دریافت فایل اصل مقاله: 130 |
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