Articles
Publication Date: 2025
Policy Futures in Education (14782103)23(1)pp. 10-30
In an increasingly complex and uncertain world of the future and aligned with the emergence of Society 5.0, exploring alternative futures of education and the curricula in terms of fulfilling the mission of education systems is necessary. Therefore, this study set out to do foresight for the primary school curriculum in Iran. The study was conducted using the scenario planning method, which resulted in four alternative scenarios. The first scenario, called “The Magic School Bus” represents “curriculum as a personal roadmap.” The second scenario, entitled “The Pursuit of Happyness” describes the “curriculum revival.” The third scenario, named “The Ice Age” represents the “curriculum collapse.” The fourth scenario, entitled “Dead Poets Society” narrates the situation of “curriculum in limbo.” The findings showed that innovation comes from agency of players rather than impeccable structures and requires a transformation in perspectives about the educational aims in the digital era, as well as an increase in the authority and empowerment of schools. A key policy priority should thus be developing practical ideas for reshaping the curriculum and producing prototypes of future-proof educational models. © The Author(s) 2023.
Nasr isfahani, A.R.,
Nasr isfahani, A.R.,
Kaeedi, A.,
Esfahani, A.R.N.,
Sharifian F.,
Moosavipour, S. Publication Date: 2023
Journal of University Teaching and Learning Practice (14499789)20(5)
Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students’ academic achievement, a final exam on the course was used. The results indicated a higher academic achievement of students in the PBL class compared to LBL class. The qualitative data were gathered through a semi-structured interview to gain deeper insight into the quantitative results. The thematic analysis of the interviews showed that PBL led to deeper and more meaningful learning, increased students’ knowledge in their field of specialty, provided more enjoyable and active learning, increased the students' skills in doing their thesis projects, enhanced their autonomy and independence, and also promoted their dignity and status. © 2023, University of Wollongong. All rights reserved.
Nasr isfahani, A.R.,
Nasr isfahani, A.R.,
Akashe, Z.B.,
Esfahani, A.R.N.,
Nili, M.R.,
Tabatabaei, S.M.S. Publication Date: 2020
International Journal of Work-Integrated Learning (25381032)21(1)pp. 13-24
The present study aimed to investigate the desirable assessment methods of the performance of the BA law students during internships, using a mixed methods research approach. The data was collected by using semi-structured interviews and questionnaires. In the qualitative part of the study, interviews were conducted with 28 internship experts, lawyers, faculty members from the University of Isfahan, and graduate students, who were purposively selected. In the quantitative part, questionnaires were administered to 114 students from the academic year 2017-2018 and the graduates from 2014-2017 in the field of law. The results of the qualitative part of the study revealed that the interviewees emphasized the professor s assessment of student performance. The results of the quantitative part of the study revealed that student performance in simulated settings and practical and diagnostic capabilities of students for dealing with client problems are among the desirable assessment methods of the performance of the BA law students during internships. © 2020 International Journal of Work-Integrated Learning. All rights reserved.
Nasr isfahani, A.R.,
Nasr isfahani, A.R.,
Shirani bidabadi, N.,
Esfahani, A.R.N.,
Mirshah jafari, E.,
Abedi, A. Publication Date: 2019
Journal Of Educational Research - Uk (19400675)112(3)pp. 421-428
The authors investigated the effect of a mathematical curriculum (CU) developed based on verbal and practical activities on the mathematical competency (MC) and learning behaviors (LB) of preschool children. In a quasi-experimental design, 60 children (5- to 6-year-old girls) were selected using the accessible sampling method. The children were randomly divided into an experimental group and a control group, and the relevant concepts were taught to the children in both groups. While the control group received the typical kindergarten education based on the usual textbooks and worksheets, the CU was taught to the experimental group. Structural equation modeling was used to model the data and statistical evaluation. The results demonstrated a significant difference between the two groups in MC and LB. The CU significantly improved MC directly, and indirectly through the improvement of LB (i.e., engagement and learning focus, verbal behaviors, and type of activity). © 2019, © 2019 Taylor & Francis Group, LLC.
