شناسايي و اعتبارسنجي ويژگي هاي عناصر برنامه درسي دانشگاه ديجيتال و امكان سنجي اجراي آن

Identification an‎d Validation of the Characteristics of Digital University Curriculum Elements an‎d Feasibility of Its Implementation

علوم تربيتي

The rapid advancement of emerging technologies an‎d the advent of the Fourth Industrial Revolution have confronted higher education with fundamental challenges in rethinking its structures, teaching–learning approaches, an‎d curricula. In this context, the concept of the “digital university,” as a strategic response to these challenges an‎d a novel educational paradigm in the digital era, integrates physical an‎d virtual spaces to create an intelligent, data-driven, an‎d collaborative learning environment. The present study aimed to identify, validate, an‎d assess the feasibility of the characteristics of curriculum elements in the digital university within Iran’s higher education system. This research employed an exploratory mixed-methods design (qualitative–quantitative). In the qualitative phase, the initial conceptual framework was derived using a systematic review of theoretical foundations an‎d previous studies. During this stage, a systematic search was conducted in international academic databases covering the period from 2010 to 2024. Subsequently, eligible sources were selec‎ted an‎d analyzed using screening an‎d quality appraisal checklists (CASP). Next, through purposive sampling, semi-structured interviews were conducted with 12 experts an‎d faculty members specializing in digital education an‎d curriculum studies. The collected data were analyzed using thematic analysis. The credibility of the qualitative data was ensured based on four criteria—credibility, transferability, dependability, an‎d confirm ability—an‎d its reliability was established through a documentation process. In the quantitative phase, to validate the characteristics of curriculum elements an‎d to examine the feasibility of implementing the proposed model, a researcher-made questionnaire (based on the extracted themes) was administered in two stages. The statistical population for the validation phase consisted of experts an‎d faculty members in digital education an‎d curriculum studies, while for the feasibility phase, it included faculty members of the University of Isfahan. Participants were selec‎ted using multi-stage cluster ran‎dom sampling. The validity of the questionnaire was confirmed through face, content, an‎d construct validity, an‎d its reliability was verified by Cronbach’s alpha coefficient (0.98-0.99). Quantitative data were analyzed using descriptive statistics, one-sample t-test, an‎d structural equation modeling (SEM) in AMOS software. The qualitative findings revealed that the digital university is a learning, data-driven, an‎d innovative institution that, through reliance on digital technologies an‎d intelligent infrastructures, redefines its educational, research, an‎d managerial processes. By combining physical an‎d virtual spaces, such a university is characterized by features such as data orientation, agility, ecosystemic comprehensiveness, digital curriculum, socialization, digital strategies, digital experience, an‎d platform-based operation. These characteristics create a conducive environment for enhancing educational quality an‎d addressing the needs of the future knowledge society. Moreover, based on the analysis of qualitative data, the characteristics of digital university curriculum elements were identified in four main dimensions: shared learning content, shared learning space, teaching–learning strategies, an‎d open assessment.

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مهدي شامي زنجاني

148628