چكيده لاتين
This research was conducted with the objective of designing an optimal curriculum model for Applied Science Higher Education and analyzing the gap between the current and desired states. Employing a mixed-methods (qualitative-quantitative) design within an exploratory framework, the study proceeded in two phases. In the qualitative phase, the statistical population comprised 20 experts in Applied Science Higher Education, members of the Curriculum Planning Committee, and experienced faculty members from the Comprehensive Applied Science University, selected through purposive and snowball sampling. In the quantitative phase, the sample included 61 experts and specialists for model validation, along with 532 participants comprising administrators, experts, faculty recruitment liaisons, instructors, students, and graduates from four academic clusters (Industry, Management, Culture and Arts, and Agriculture), selected via proportional stratified sampling.
Data collection in the qualitative phase utilized thematic analysis supported by MAXQDA software. In the quantitative phase, researcher-developed questionnaires were employed, comprising 50 items distributed across ten components:objectives; contextual factors and conditions; needs assessment; content; instructor characteristics; teaching–learning activities; instructional materials and resources; physical and instructional environment; instructional scheduling; and assessment and evaluation. Instrument validity was established through content validity (Lawshe’s Content Validity Ratio, CVR > 0.8), and reliability was confirmed via Cronbach’s alpha (overall mean α = 0.81, with component-specific values ranging from 0.77 to 0.88).
Findings revealed that the optimal model consists of ten components and fifty indicators, all validated and endorsed by the expert panel. Gap analysis between the current and desired states—conducted using a one-sample t-test and analysis of variance indicated statistically significant discrepancies in eight components:contextual factors and conditions; needs assessment; content; teaching–learning activities; instructional materials and resources; physical and instructional environment; instructional scheduling; and assessment and evaluation.
Accordingly, the study recommends a comprehensive revision of Applied Science Higher Education curricula, with particular emphasis on redefining and updating the aforementioned components. Key recommendations include implementing systematic occupational needs assessments (utilizing CEBT and DACUM methodologies), designing competency-based and application-oriented curricular content, strengthening project-based and workplace-integrated learning activities, and reforming assessment systems to authentically reflect students’ real-world performance. The proposed model, characterized by high operational feasibility, offers a robust theoretical–practical framework for policymakers, curriculum planners, and implementers within the Applied Science Higher Education system.
