چكيده لاتين
The present study aimed to identify the indicators of an action-based curriculum in the undergraduate electrical engineering program and to evaluate the curriculum of this program at Isfahan University based on these indicators. The research method is applied in terms of its purpose, descriptive in terms of the need for a hypothesis, and evaluative using a mixed-methods approach (both quantitative and qualitative). In the qualitative part, the potential participants included all faculty members of the electrical engineering department at Isfahan University. Through purposive sampling, faculty members who were familiar with the curriculum and interested in participating in the study were selected. Data were collected through semi-structured interviews with 7 faculty members until saturation was reached. In the quantitative part, the statistical population included all undergraduate electrical engineering students at Isfahan University. Using convenience random sampling, the opinions of 67 students regarding the experienced curriculum were collected. For data analysis, the qualitative section employed an interpretive approach, and the quantitative section used descriptive statistical methods. To ensure validity and reliability, face validity and Cronbachʹs alpha were utilized. The studyʹs results identified 11 indicators for curriculum goals, 12 indicators for content features, 13 indicators for teaching methods, and 11 indicators for assessment in an action-based curriculum. According to the students, all elements of the curriculum, including goals, content, teaching methods, and assessment, were at an unsatisfactory level. Overall, the electrical engineering curriculum requires improvement to better align with the needs of the job market.
This research can serve as a guide for curriculum planners in selecting objectives and designing course syllabi, and for instructors in choosing content, teaching methods, and assessment strategies.
