Design and Validation of the Evaluation Component Characteristics of Revolutionary Education Curriculum in the Farhangian University Curriculum with a Future-Oriented Approach

Abstract

Purpose: The present study aimed to extract the characteristics of the evaluation component of the revolutionary education curriculum in the Farhangian University curriculum with a future-oriented approach and validate these components from the perspective of Farhangian University faculty members. Methodology: The research method is mixed (content analysis - qualitative - quantitative). In the qualitative phase, the research environment consisted of Farhangian University faculty members, from whom 13 individuals were selected using purposive, judgmental, and non-random sampling. In the quantitative phase, all Farhangian University faculty members constituted the statistical population, and questionnaires were distributed among all faculty members, ultimately resulting in the collection and analysis of 234 completed questionnaires. The data collection tools included semi-structured interviews and questionnaires. The data from the semi-structured interviews were analyzed using thematic analysis with the help of MAXQDA10 software. The validation of the proposed model was conducted using structural equation modeling through SPSS and AMOS software. Findings: A review of the research literature, followed by interviews with Farhangian University faculty members, revealed that the evaluation component of the revolutionary education curriculum in the Farhangian University curriculum with a future-oriented approach can be categorized into three types of characteristics: (1) characteristics based on functional objectives, (2) contextual evaluation characteristics, and (3) characteristics based on the evaluation approach. Four components were identified for the "characteristics based on functional objectives"; two characteristics for contextual evaluation; and five distinct characteristics for characteristics based on the evaluation approach. Conclusion: According to the findings of the present study, can be used the identified subcategories and main categories to improve the evaluating the virtual education quality of physics lesson in secondary schools of Iraq country.