Policy-Making for the Logic of Farhangian University Curriculum within the Framework of the Fundamental Reform Document: An Approach to Transformation in Teacher Education

Document Type : Original Article

Authors

1 Master's Student in Curriculum Planning, Faculty of Education and Psychology, Shiraz University, Shiraz, Iran.

2 Master's Student in E-learning, Faculty of Humanities, Mehr Alborz University, Tehran, Iran.

10.48310/edup.2026.23868.1487

Abstract

Background and Objectives: Despite the Fundamental Reform Document's emphasis on cultivating logical and thoughtful teachers, prior research shows the persistence of memory-oriented approaches in Iran's teacher education curricula. This study analyzed the position of the logic element in Farhangian University's curriculum based on the Document, adopting a policy-oriented approach.Methods: This qualitative study used directed content analysis. The population included the Document and syllabi of six key courses, selected through purposive criterion-based sampling. Data were collected via a researcher-made checklist and analyzed using MAXQDA. Validity was ensured through content auditing and reliability via Scott's Pi coefficient .Findings: The Document defines the logic element as seven interconnected themes: rational, critical, reflective, philosophical, systemic, creative thinking, and insight enhancement. In the curricula, out of 78 references, 44% belonged to internship, while educational psychology (6 references) and educational technology (8 references) had the fewest. Moreover, 67% of references were indirect, and wisdom-orientation and insight enhancement were absent in most courses.Conclusion: Major gap exists between Document and curricula. Reform in evaluation, faculty, and design is needed. Practical strategies offered. Limitations: hidden curriculum access and course focus.

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Main Subjects

Teacher Education Policy
Volume 8, Issue 2
August 2026

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History

  • Receive Date: 23 July 2026
  • Revise Date: 03 September 2026
  • Accept Date: 27 September 2026

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