Design and Validation of a Teaching-Learning Model for Specialized Architecture Courses in Technical High Schools: An Approach Based on Iran’s Fundamental Educational Reform Document
Keywords:
Teaching-learning, architectural education, art school, fundamental transformation document of education, structural equation modeling, data-driven methodAbstract
Purpose: This study aims to design and validate a teaching-learning model for specialized architecture courses in technical high schools based on Iran’s Fundamental Educational Reform Document.
Methodology: The research follows a mixed-methods approach (qualitative-quantitative). In the qualitative phase, using the grounded theory method and semi-structured interviews with experts and architecture teachers, the factors influencing the teaching-learning process were identified. In the quantitative phase, the proposed model was tested using structural equation modeling and a researcher-developed questionnaire.
Findings: The qualitative findings indicated that the factors influencing the teaching-learning process comprise six main categories: causal factors (educational facilities, teachers’ skills, learning environment), central factors (conceptual, structural, and functional themes), strategic factors (comprehensiveness in assessment, creativity in teaching), contextual factors (educational evaluation, innovations, educational vision, access to architectural knowledge), intervening factors (talent development, teaching supervision, teachers' job quality), and outcomes (teaching effectiveness, quality improvement, individual interest development). In the quantitative phase, the results of structural equation modeling demonstrated that the proposed model has an acceptable fit (RMSEA = 0.084, CFI = 0.92, NFI = 0.92). The findings indicate a significant impact of educational facilities (β = 0.11), teachers’ skills (β = 0.20), educational assessment (β = 0.16), educational mission and vision (β = 0.05), talent development (β = 0.02), teaching attractiveness and creativity (β = 0.15), teaching supervision (β = 0.07), and teachers' job quality (β = 0.03) on the teaching-learning process. Moreover, the teaching-learning process significantly affects teaching effectiveness (β = 0.56) and educational quality improvement (β = 0.34).
Conclusion: By presenting a comprehensive model for teaching-learning in specialized architecture courses in technical high schools, this study contributes to enhancing the quality of architectural education. It is recommended that future research evaluate the effectiveness of this model in practice and propose implementation strategies for its integration into the educational system.
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Copyright (c) 2025 Parisa Allahmoradi (Author); Gholamreza Talischi; Omid Dezhdar (Author)
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